The NAEYC DAP position statement and book are widely used as guides for implementing equitable early learning in settings serving children birth through age 8. Building on the spirit of Sankofa, which in translation from the Akan expresses, 'It is not taboo to go back and fetch what you forgot,' this article documents the revision process for the position statement and highlights critical early childhood research on cultural contexts and equitable practices that particularly informed the fourth edition. Looking back to move forward and engaging in critical reflection is essential to DAP. This article outlines the extensive development process behind NAEYC position statements beginning with a historical understanding of DAP. We highlight the importance of feedback, as well as the diversity of thought behind the fourth edition of the position statement, which challenged old practices and illuminated new possibilities, eliciting both positive and negative critiques. We underscore that DAP, an imperfect living document, requires ongoing reflection. We conclude by encouraging critics of DAP and those defending it to do so with the understanding that research and scholarship must undergo updates/revisions, and DAP is no different. Thoughtful discussions are at the heart of DAP as anchored in intentional teaching.