📄 Abstract
The study explored cognitive learning difficulties in preschool pupils, how often teachers use Developmentally Appropriate Practices (DAP), and the Extent to which these practices affect therapies for the identified cognitive limitations. The results showed that the most frequent cognitive difficulties was in memory skills, followed by problem-solving and attention span. Teachers were more likely to use Language and Literacy Development and Individualized Learning DAPs, but less likely to use Play-based and Nature-based Learning and Social and Emotional Development DAPs. The study indicated that DAP adoption had a small positive effect on all cognitive regions, with the largest increase in problem-solving and processing speed. The effect of the DAP application on memory and attention varied across learners, suggesting the need for more specific interventions. Additionally, DAP frequency was not associated with effectiveness, indicating that quality and intentionality of implementation are more significant. The study recommends a systematic and intentional process for implementing the DAP that specifically targets those highly salient cognitive skills-memory, attention, problem-solving, and executive functioning. An overwhelming emphasis on academics rather than play, full child development, and socio-emotional development requires teachers to be prepared through professional learning to take a more appropriate and comprehensive stance to instruction. DAP has a generally positive effect on cognitive development. However, the moderate effect supports the need for more teacher training in individualized, evidence-based ways to meet specific cognitive requirements. The results suggest adding tailored, customized, multimodal therapy to standard DAP to treat persistent attention problems. The study stresses that DAP success depends on quality and intended application, not just frequency of use.
🏷️ Keywords
📚 How to Cite:
Joan B. Aberca, Melinda F. Marquez, PhD, PDP-TQM , BRIDGING LEARNING GAPS IN ADDRESSING COGNITIVE DEFICITS THROUGH DEVELOPMENTALLY APPROPRIATE PRACTICES IN PRESCHOOL EDUCATION , Volume 12 , Issue 8, August 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 740 - 748 ,