Developmentally Appropriate Practice
We believe that sustainability education must be grounded in what we know about how young children grow and learn. Activities are designed with the whole child in mind—cognitive, emotional, physical, and social development are all considered. For toddlers, this may mean exploring water through pouring and splashing; for preschoolers, it could involve mapping garden growth or graphing recycling trends. Our curriculum is emergent and flexible, responding to children’s questions and discoveries while providing a safe and structured space for learning. Through storytelling, hands-on investigation, and sensory play, we offer experiences that are joyful, meaningful, and aligned with early learning standards.
NAEYC defines "developmentally appropriate practice" (DAP) as teaching methods that promote each child’s optimal development and learning through a strengths-based, play-based approach. This practice recognizes the unique needs, strengths, and interests of each child, creating an environment where learning is joyful, engaging, and individualized. Teachers who implement DAP consider the child’s age, developmental stage, and the social and cultural contexts in which they live. These methods not only foster cognitive and emotional growth but also respect and honor the diverse backgrounds and experiences children bring to the classroom.
At the heart of DAP is the idea that children learn best through hands-on experiences, guided by responsive educators who are attuned to each child’s needs. This approach emphasizes play as a primary mode of learning, as it allows children to explore, experiment, and express themselves in meaningful ways. By scaffolding learning experiences—through intentional language, observation, and documentation—teachers can extend children’s thinking, foster problem-solving, and deepen their understanding of the world around them.
Leverage research on best practices and current sustainability trends to guide our actions. Sustainability in early childhood must be both thoughtful and intentional, rooted in evidence-based practices that consider the developmental needs of children while nurturing a sense of responsibility toward the environment. As reflective practitioners, we ground our work in research, ensuring that our approaches are effective, relevant, and equitable. This reflection allows us to adjust our practices to meet the diverse needs of children and families, ensuring that learning is meaningful and inclusive.
When we incorporate sustainability into early childhood education, it must align with developmentally appropriate practices, recognizing that young children are still in the process of forming their understanding of the world. Sustainable practices, such as reducing waste, conserving resources, and caring for the environment, can be integrated into daily routines in ways that are both engaging and educational. Whether it's planting a garden, recycling, or learning about natural cycles, these activities should be presented in a way that fosters curiosity and empowers children to become active participants in environmental stewardship.
In addition to being developmentally appropriate, our approach to sustainability must also be culturally responsive. Each community has its unique values, practices, and challenges when it comes to environmental sustainability. By incorporating local knowledge and respecting cultural practices related to nature, we ensure that sustainability efforts are not only relevant but also deeply meaningful for children and families. We recognize that teaching sustainability is not a one-size-fits-all approach, but rather something that should be tailored to fit the needs and values of the communities we serve.
By aligning our actions with current research, developmentally appropriate practice, and culturally responsive pedagogy, we create a learning environment that is both sustainable and equitable. This thoughtful approach ensures that our efforts to teach sustainability are meaningful, inclusive, and adaptable, fostering a generation of children who are not only aware of their role in the world but also empowered to act as changemakers, contributing to a more sustainable future.
At the heart of DAP is the idea that children learn best through hands-on experiences, guided by responsive educators who are attuned to each child’s needs. This approach emphasizes play as a primary mode of learning, as it allows children to explore, experiment, and express themselves in meaningful ways. By scaffolding learning experiences—through intentional language, observation, and documentation—teachers can extend children’s thinking, foster problem-solving, and deepen their understanding of the world around them.
Leverage research on best practices and current sustainability trends to guide our actions. Sustainability in early childhood must be both thoughtful and intentional, rooted in evidence-based practices that consider the developmental needs of children while nurturing a sense of responsibility toward the environment. As reflective practitioners, we ground our work in research, ensuring that our approaches are effective, relevant, and equitable. This reflection allows us to adjust our practices to meet the diverse needs of children and families, ensuring that learning is meaningful and inclusive.
When we incorporate sustainability into early childhood education, it must align with developmentally appropriate practices, recognizing that young children are still in the process of forming their understanding of the world. Sustainable practices, such as reducing waste, conserving resources, and caring for the environment, can be integrated into daily routines in ways that are both engaging and educational. Whether it's planting a garden, recycling, or learning about natural cycles, these activities should be presented in a way that fosters curiosity and empowers children to become active participants in environmental stewardship.
In addition to being developmentally appropriate, our approach to sustainability must also be culturally responsive. Each community has its unique values, practices, and challenges when it comes to environmental sustainability. By incorporating local knowledge and respecting cultural practices related to nature, we ensure that sustainability efforts are not only relevant but also deeply meaningful for children and families. We recognize that teaching sustainability is not a one-size-fits-all approach, but rather something that should be tailored to fit the needs and values of the communities we serve.
By aligning our actions with current research, developmentally appropriate practice, and culturally responsive pedagogy, we create a learning environment that is both sustainable and equitable. This thoughtful approach ensures that our efforts to teach sustainability are meaningful, inclusive, and adaptable, fostering a generation of children who are not only aware of their role in the world but also empowered to act as changemakers, contributing to a more sustainable future.