This paper presents Developmentally and Culturally Appropriate Practice (DCAP) as an extension of Developmentally Appropriate Practice (DAP) which combines the goals of multicultural and anti-bias education with those of early childhood education (ECE). The paper presents characteristics of multicultural pedagogical strategies, with the root of each strategy being the consideration of learners' individual cultural backgrounds. It illustrates how DCAP is driven from the notions of multicultural education, culturally congruent critical pedagogy, and antibias education. The paper contends that, in order to extend DAP to DCAP, teacher preparation must re-address, re-introduce, and restructure certain notions prevalent in ECE. Prospective teachers must be provided with a clear understanding of the bases for DCAP and opportunities to explore autobiographical self-awareness and to learn the major ethnic characteristics which combine to affect culturally congruent critical pedagogy. Prospective teachers should be offered a culturally diverse student teaching experience which incorporates inquiry-oriented, reflective, clinical supervision. (Contains approximately 80 references.) (JDD)