This digest debunks myths about developmentally appropriate programs (DAPs) and discusses essential characteristics of developmentally appropriate practices. Common myths or erroneous assumptions about DAPs assume that: (1) there is only one right way to implement a DAP; (2) DAPs are unstructured, and practitioners offer minimal guidance to the children in their care; (3) in DAPs, the expectations for children's behavior and learning are low; (4) academics have no place in DAPs; and (5) DAPs are inappropriate for culturally diverse groups, and for children from varying socioeconomic backgrounds or with special needs. Determining practices which are essential to DAPs, however, requires more than debunking myths. First, developmentally appropriate practice involves taking into account everything that is known about how children develop and learn, and matching that to the content and strategies planned for them in early childhood programs. Second, treating children as individuals and not as a cohort group is critical to DAPs. Finally, developmentally appropriate practice requires treating children with respect by recognizing their changing capabilities and viewing them in the context of their family, culture, and community, as well as their past experience and current circumstances. (BC)