Include all of the developmental domains: cognitive, social, emotional and physical (i.e., fine and gross motor). These should not be left as independent, but instead should be realized as a series of interconnected ways of learning. All lessons and activities should attempt to link learning in one domain to another. For example, language learning and acquisition affects the young child's ability to participate more fluently in social development activities.
Decide on specific content areas for the age group. These may include literacy/language arts, science, mathematics, the arts, physical education and social studies. Certain content areas may be more appropriate for different age groups. For example, social studies may not be entirely appropriate for one-year-old infants, but are necessary for the preschool-aged five-year-old.
Connect the content areas to the developmental domains. These should become a connected web of learning where any one content covers more than one domain. Group science activities can help cognitive development while enhancing social and even emotional growth. Likewise, the other content areas can include a multi-domain approach.
Ensure that the developmental domain goals are appropriate to the age group as well as individual children. Use commonly accepted milestones for a general programming gauge. Add on individualized curricular components for classrooms with children of varying abilities and needs.
Craft a curriculum design that builds on each step or ability mastered. Assume that the child's development, across all of the domain, will progress upward as the child ages. The curriculum should become more complex and include more difficult, elaborate or intricate lessons as the children mature. For example, a math lesson for a three-year-old may include counting objects while a similar activity for a five-year-old may include adding and/or subtracting as well.
Enable ample opportunity for positive interactions with teachers, staff and peers. A developmentally appropriate curriculum assumes that the children will grow and develop to their fullest potentials if the learning environment includes secure relationships. Programming should include social goals and activities to work toward them. This may mean that the program has a group structure in which the children participate in lessons within small, close-knit teams or that projects are done collaboratively.
Take the culture of the children into consideration. This includes ethnic variations as well as community and family cultures. Get to know the cultural makeup of the schoolchildren, and angle the curriculum in a way that children of various origins may better understand. Use this knowledge when choosing classroom materials such as pretend play or dress-up items, reading materials or even art projects.
Use play, instead of academics, as a means for learning. Developmentally appropriate practice recognizes the importance of play as a learning tool. A developmentally appropriate curriculum should include play, hands-on exploration and discovery-type activities over rote memorization, teacher-centered instruction and worksheets.