The introduction and implementation of new educational programs has occurred in public education throughout its history, and staff development has been the primary means by which new programs have been introduced to teachers and administrators. The focus of staff development programs has been on the acquisition of theory and of skills, with the assumption that transfer of skills would occur in the classroom. This literature review investigated the training factors that affect the institutionalization (the sustained use or integration of practices into the regular school program) of developmentally appropriate practices in grades K-3. It was organized around two major works. Bredekamp (1987) defined developmentally appropriate practices as those that develop the physical, emotional, social, and cognitive growth of young children. Age appropriate and individual appropriate learning experiences are to be provided through play and social interaction. Nelson (1989) defined transfer of training as the use of skills learned in training at the workplace, affected by components of the training program, participant attitudes, and stages of teacher development. The review's purpose was to define and identify developmentally appropriate practices and to determine the factors that affect transfer of training. The review revealed the importance of frequent assessments of a program to determine the effectiveness and maintenance of skills provided in training, and it recommends refresher training to ensure maintenance of these training skills. Contains 34 references. (WJC)