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8 DOUBLE TAP TO ZOOM WITH PHONE OR TABLET | Giants in the Nursery and also when they have many opportunities to practice newly acquired skills” is clearly taken from Vygotsky’s zone of proximal development (ZPD) concept. For the earlier Giants, the links to the DAP principles are not as direct but are clearly anticipated in their writings. The book’s concluding chapter describes some of the personality traits that the Giants had in common and details each Giant’s individual contribution to the con- cept of experiential learning. The chapter also compares and contrasts the Giants’ contributions to our conception of child nature as well as their views on the aims of education and the role of play. A final section in the last chapter concludes that his- tory supports the employment of DAP and reiterates the warning of the great phi- losopher George Santayana: those who ignore the mistakes of the past are bound to repeat them. The chapters that follow teach again how much we have to learn from history. References Bredekamp, Sue. 1987. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Washington, DC: NAEYC. Bredekamp, Sue, and Carol Copple. 2010. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Washington, DC: NAEYC. Dewey, John. (1899) 1900. The School and Society. Chicago: University of Chicago Press. Freire, Paulo. 1970. Pedagogy of the Oppressed. New York: Herder and Herder. Keatinge, Maurice Walter. 1910. The Great Didactic of John Amos Comenius. London: Adam and Charles Black. McMurry, Charles Alexander. 1893. The Elements of General Method Based on Principles of Herbart. Bloomington, IL: Public School. Pound, Linda. 2011. Influencing Early Childhood Education. Glasgow: Bell & Bain. Ravitch, Diane. 2011. The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education. New York: Basic Books. COPYRIGHTED MATERIAL