Developmentally Appropriate

A developmentally appropriate practice is grounded in theory and research on typical child and adolescent development. Developmentally appropriate practices involve adults (e.g., teachers, parents, caregivers, and clinicians) meeting children where they are based on their stage of development. In school, at home, and in the community, children thrive physically, socially, emotionally, behaviorally, and academically when developmental learning goals are challenging but achievable.

Three core considerations for implementing developmentally appropriate practices are knowledge of typical child development and learning, knowledge of what is individually appropriate for a child based on his or her development, and knowledge of cultural appropriateness.[1]

The SS/HS Initiative responds to the needs of children and adolescents across the developmental spectrum. A key component of the evidence-based prevention and intervention strategies that are characteristic of SS/HS elements is that they are developmentally appropriate. SS/HS encourages States and communities to select, implement, and adapt existing evidence-based curricula, programs, and strategies that are proven to be effective for the associated developmental level of the recipients to meet the needs of the target population (e.g., preschool, kindergarten, early elementary, late elementary, middle school, and high school).

For instance, a former SS/HS grantee provided an alternative high school diploma program for young adults who were academically behind due to socioeconomic stressors (e.g., high rates of poverty and teen pregnancy). The array of services extended beyond academic supports to include such features as child care to serve the unique developmental needs of the target population (mostly teen parents).