This guide for educators presents an educational continuum encompassing traditional approaches to developmentally appropriate practice. Children, parents, teachers, and the classroom are discussed in terms of resources they provide for the learning experience and the movement towards developmentally appropriate practice. For example, children can share experiences and interests; parents can offer research data about their children, years of experience, and unique combinations of interests and skills; teachers have a body of knowledge and the teaching skills needed to use that knowledge; and the classroom contains accessible materials for spontaneous use and exploration. The continuum of teacher development is presented in terms of philosophy, the environment, instructional strategies, role of the teacher, and classroom management. The role of the administrator is also described as a continuum. The evaluation process in the developmentally appropriate programs focuses on the whole child and can use many different tools. The Maine Educational Assessment is one example of a developmental approach to testing at the state level. Several full-page line-drawings illustrate the booklet. (RJC)