1. There is only one right way to carry out Developmentally Appropriate Practice (DAP)

2. Developmentally Appropriate Practice are unstructured

3. Teachers teach minimally or not all in Developmentally Appropriate Practice (DAP)

4. Developmentally Appropriate Practice Programs do not include academic – generally interpreted to be the formal skills of learning reading, writing and arithmetic

5. Developmentally Appropriate Programs are only effective for particular populations, “usually assumed to be typically developing, white, middle-class children” (Bredekamp & Rosegrant, 1992:5)

6. In Developmentally Appropriate Classrooms, there is no way to tell is children are learning

7. Developmentally Appropriate Practice can be achieved simply by acquiring certain kids of toys and materials

8. Developmentally Appropriate Practice uses no goals or objective (Bredekamp & Rosegrant, 1992)

9. In  Developmentally Appropriate Practice, the curriculum is children development (Bredekamp & Rosegrant, 1992)

10. Developmentally Appropriateness is just one in a sequence of changing trends in education (Kostelnik, 1992)

Carol Gestwicki (2007, p. 4-33), Developmentally Appropriate Practice: Curriculum and Development in Early Childhood Education, USA: Thomson Delmar Learning.