A Preliminary Evaluation of Learning Within Developmentally Appropriate Early Childhood Settings

Abstract

The use of naturalistic teaching procedures to teach a variety of skills in developmentally appropriate early childhood settings was evaluated. Two single subject studies show the acquisition and maintenance of skills taught to preschoolers with disabilities within developmentally appropriate play contexts. The results of the research indicate that the use of naturalistic teaching procedures within developmentally appropriate activities can result in the acquisition and maintenance of targeted skills. These data offer support for embedding the instruction of skills within the context of play activities as a viable and effective way to teach young children with disabilities in programs that use Developmentally Appropriate Practice as a curriculum framework.