Every child has the right to receive an inclusive and fair education. The quality of an educational program is determined by its ability to support and nurture a child's curiosity for learning. The Sustainable Development Goal-4 (SDG-4) aims to ensure inclusive and equitable quality education for all. The Developmentally Appropriate Practice (DAP) is one such approach that strives to provide high-quality education to all learners by focusing on nurturing joyful learning experiences and creating opportunities for each child to reach their full potential. Although there is ample research on DAP for preschool children, there is a lack of research on DAP for primary-level children. This study aims to analyse whether primary-level education in India is developmentally appropriate. It is crucial to focus on high-quality developmentally appropriate education right from the beginning of formal education, as these are when a child's optimal development of various skills can occur. Textbooks are the most accessible means of study material to children of all age groups, therefore, the design analysis method is employed for the analysis of primary-level English, Mathematics, and Environmental Studies (EVS) textbooks. This study will elucidate the developmentally appropriate and inappropriate practices found in primary-level textbooks and also the disparity that exists regarding the use of different textbooks by the schools affiliated with the same board. The study also aims to design and validate a &lsquoDevelopmentally Appropriate Practices Survey&rsquo based on the DAP approach to assess whether the classroom practices by primary-level teachers are developmentally appropriate. The findings of the study will potentially contribute to the field of education by emphasizing the importance of developmentally appropriate education at the primary level to plan the curriculum and classroom teaching accordingly.

Keywords: Quality Education, Primary classes, DAP, Curriculum