A reaction to Carta, Schwartz, Atwater, and McConnell (1991) is given to shed light on the meaning of developmentally appropriate practice (DAP) for early childhood education (ECE) and for early childhood special education (ECSE). Evidence is offered that nondirective instructional models are indeed beneficial in early childhood and that, moreover, they are effective and workable with special needs children. DAP is viewed as a working hypothesis and as a continuous variable, not as a dichotomous variable. Areas of needed work are suggested to further identify and articulate the relationships between the two sister disciplines of ECE and ECSE.
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