Developmentally appropriate practices require teachers to make decisions in the classroom by combining their knowledge of child development with an understanding of the individual child to achieve desired and meaningful outcomes. With this system, early childhood educators can have a clear sense of appropriate early childhood practices. This way they might not use inappropriate developmental and academic expectations to prepare children for public school kindergarten programs. Although each discipline has its own unique philosophical base, shared quality practices that are good for all children can be identified. Both early childhood education and early childhood special education believe in the importance of individualization.
All children benefit from the use of naturalistic and multidimensional assessment strategies.
The use of a single test score to determine eligibility for special education or to retain a child at a grade level is not endorsed by either discipline. Assessment must become more naturalistic and multidimensional to help educators understand and meet the developmental needs of very young children. This can be achieved through the use of integrated curriculum and assessment materials and strategies. This approach provides developmental information and ideas for program development. The use of authentic assessment techniques in early childhood programs uses a longitudinal look at children's work in the context of the curriculum to evaluate individuals progress.