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Direct linkGündogan, Aysun – Early Child Development and Care, 2019
Imagination is the ability of envisaging something that does not exist at the time being. Since 5-6-year-old children get through the pre-operational stage of Piaget's [2004. "Çocukta Zihinsel Gelisim" [Intellectual Development of Child] (2nd ed., H. Portakal, Trans.). Istanbul: Cem], they believe in empirical facts. Hence, Kujawski's…
Descriptors: Creativity Tests, Imagination, Preschool Children, Creativity
Erickson, Joy Dangora – Early Child Development and Care, 2018
Scholars [e.g., Carlsson-Paige, N., McLaughlin, G., & Almon, J. (2015). Reading instruction in kindergarten: Little to gain and much to lose. Retrieved December 11, 2015, from https://www.sarahlawrence.edu/cdi/media/pdf/ReadinginKindergartenreport.pdf] warn that outcome-oriented, kindergarten, literacy standards may encourage an overreliance…
Descriptors: Developmentally Appropriate Practices, Kindergarten, Reading Instruction, Literacy Education
Pyle, Angela; Alaca, Betül – Early Child Development and Care, 2018
Practitioners in play-based learning contexts face the challenge of developing developmentally appropriate practices while meeting rigorous academic curriculum standards. To date, play and academic learning have been predominantly conceptualized from an adult perspective. Considering that children are key agents in classroom play contexts, it is…
Descriptors: Kindergarten, Young Children, Childhood Attitudes, Play
Pyle, Angela; Luce-Kapler, Rebecca – Early Child Development and Care, 2014
Kindergarten has become increasingly academic in nature. One of the primary dilemmas arising from this shift is the tension between the use of developmentally appropriate practices and the obligation to teach academic standards. To gain a deeper understanding of how kindergarten is enacted in the evolving curricular landscape, we look beyond these…
Descriptors: Kindergarten, Early Childhood Education, Educational Practices, Child Development
Rentzou, Konstantina; Sakellariou, Maria – Early Child Development and Care, 2011
The continuum of beliefs reported by Greek pre-service kindergarten teachers and how those beliefs relate to classroom practices are explored in this article. Considering the potentially important influence of teachers' beliefs on their practices, the level of early childhood teachers' beliefs about developmentally appropriate practices (DAPs) and…
Descriptors: Early Childhood Education, Young Children, Position Papers, Developmentally Appropriate Practices
Sakellariou, Maria; Rentzou, Konstantina – Early Child Development and Care, 2011
Beliefs are said to affect the pedagogical practice one employs. Considering the potentially important influence of teachers' beliefs on their practices, the level of early childhood teachers' beliefs about developmentally appropriate practice (DAP) and the relationship between their beliefs and practices are regarded as important topics of study…
Descriptors: Early Childhood Education, Young Children, Foreign Countries, Developmentally Appropriate Practices
Hegde, Archana V.; Cassidy, Deborah J. – Early Child Development and Care, 2009
The study assessed kindergarten teachers' beliefs, stated practices and actual practices regarding developmentally appropriate practices (DAP) in India. Forty kindergarten teachers from the urban city of Mumbai (India) participated in the study. Overall, the results indicated that teachers' beliefs were more developmentally appropriate than their…
Descriptors: Early Childhood Education, Developmentally Appropriate Practices, Foreign Countries, Kindergarten
Kim, Kyung-Ran; Buchanan, T. K. – Early Child Development and Care, 2009
This study examined the psychometric properties of a revised measurement, the "Teacher Beliefs and Practices Survey" (TBPS), devised for teachers of three- to five-year-old children. This measure was designed to reflect the concepts of developmentally appropriate practices (DAP) as presented in the revised 1997 National Association for…
Descriptors: Educational Attitudes, Developmentally Appropriate Practices, Guidelines, Psychometrics
