Developmentally appropriate programming in a primary school: A case study

Much of the dialogue amongst educators about contemporary schooling focuses on the achievement of student learning outcomes. The literature indicates that there have been ongoing calls for change to traditional schooling constructs. Traditional schooling models provide programs of instruction formed on the basis of student ages with school curricula being designed for and delivered to students using grade level programs. However, it is well documented that a child's rate of personal development may not be aligned to the chronologically determined traditional schooling construct. This research concerns the use of Developmentally Appropriate Programming (DAP) in a primary school. It has been framed in the context whereby learning groups, which group learners according to the emotional and mental development, are used. The case study explores and describes the evolution and ongoing practices of DAP at this school using the views, opinions and perceptions of the staff, parents and students of the school who had been involved in DAP as well as documentation available at the school. The results of the research reveal that the use of DAP was implemented to more appropriately cater for the educational needs and requirements of the learner. Both the staff and the parents involved in this case study perceived that the way that DAP operated differed to traditional schools with respect to the use of more flexibility in learning programs, the placing of students in learning groups, role of teachers and the structures of the learning groups. The students themselves perceived that being part of a learning group allowed them to do well and achieve improved learning outcomes. The results from this case study can be used by educators to inform them on the use of DAP.