Horizontal learning, however, is conceptually based. In this framework, experiences occur more or less simultaneously, and the role of the learner becomes that of making connections among these experiences, which leads to an understanding of the world through the development of increasingly elaborate concepts. Because children in the early years are establishing the conceptual base from which all future learning will proceed, their need for a solid, broad foundation is great. The breadth of the conceptual base children form eventually influences their performance in school. Such a balance results not in children learning less, but in children learning better .
Academics have no place in developmentally appropriate programs.
Children may manifest literacy-related behaviors and an interest in counting and calculating very early, seeking new knowledge and skills as they mature and their capacities to know and do increase. There is no specific time before or after which this learning is either appropriate or inappropriate. By contrast, those that emphasize concepts and processes, and use small group instruction and active manipulation of relevant, concrete materials and interactive learning, provide a solid foundation for academics within a context of meaningful activity. DAP is inappropriate for culturally diverse groups, for children of varying socioeconomic backgrounds, or for children with special needs. While specific details of what is appropriate for children will vary from population to population and from child to child, the principles guiding developmentally appropriate programs are universally applicable.