This paper describes the theoretical underpinnings of a nationwide collaborative research project to develop an early childhood teacher preparation model for developmentally and culturally appropriate practice (DCAP). It notes that this model allows prospective teachers to identify their own cultural and ethnic backgrounds and to understand cultural diversity while helping them learn to be sensitive to the cultural backgrounds and characteristics of their future students. The knowledge foundation for DCAP is delineated as including developmentally appropriate practice, multicultural education goals, the anti-bias curriculum, and culturally congruent critical pedagogy a process that helps future teachers reflect on using children's backgrounds as an instructional tool. The paper concludes with a summary of an interactive symposium describing the project and presenting insights and results obtained over the 3 years of the project. (Contains 23 references.) (KB)