Disciplinary literacy approaches recently have been finding their way into early elementary classrooms (K-2) and preschool, but this idea still needs more careful study, discussion, and operationalizing before determining its value and place in the early grades curriculum. The purpose of this article is to describe a case of curriculum exploration…

In an effort to improve learning for young children and respond to preschool fade out, some districts are working on "PreK-3" initiatives to create better connected learning pathways for children. In these pathways, primary grades continue to build on what children learn in preschool; they also present potential implementation challenges…

Teachers' knowledge and use of developmentally appropriate strategies are vital for creating the enabling early learning environments that foster the development of the ideal Caribbean Community (CARICOM) citizen who is ready to face the challenges of living in the twenty-first century. Early childhood education in the Eastern Caribbean refers to…

Test scoring procedures should align with the intended uses and interpretations of test results. In this paper, we examine three test scoring procedures for an operational assessment of early numeracy, the Early Grade Mathematics Assessment (EGMA). The EGMA is an assessment that tests young children's foundational mathematics knowledge and has…

Background: As policymakers and advocates across the United States look to early childhood educators to improve children's cognitive development so they enter elementary school ready to learn, debates have emerged over what types of practices these educators should be engaged in to achieve this goal. Historically, the field of early childhood…

This rapid review of research evidence was commissioned by the Qualifications and Curriculum Authority (QCA) to investigate the issue of relative age in the international context. The review findings are drawn from 18 research studies published from 2000 to 2008 and carried out in Australia, Chile, the United Kingdom and the USA together with…

Questionnaire, comprised of Teacher Belief Scale and Instructional Activities Scale and intended to measure kindergarten teachers' beliefs about and reported practices related to developmentally appropriate education, was administered to 204 teachers. Several reliable factors were identified. Teachers in 20 classrooms were observed. Found…

Examines the concept of kindergarten enrichment programs, highlighting questions about the relationship between the "basic" kindergarten curriculum and the "enrichment" component. Concludes that, although such enrichment programs are an unlikely place for child-centered curriculum practices, a child-centered enrichment program may be a useful way…

Investigated the characteristics of early childhood education teachers who both state a belief in developmentally appropriate practices and engage in these practices in their classrooms. Found that beliefs were strongly correlated with practice, and were related to high personal teaching efficacy and internal locus of control, academic background,…

Examines the relationship between early childhood education and primary school academic achievement in the Solomon Islands. Notes factors influencing higher performance in reading comprehension and mathematics skills, and use of age appropriate materials. Offers insights for educators, policy planners, communities, and families. (JPB)

A 1987 publication of the National Association for the Education of Young Children (NAEYC), "Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8" (DAP), postulated that programs for young children should be based on a balance between expectations for age level and individual…

This microethnographic study describes aspects of the computer curriculum of a class of kindergartners in a public elementary school. Descriptions provide a basis for a consideration of the appropriateness of computers in the kindergarten. Complex matches and mismatches between goals and observed activity are discussed. (RH)

Identified classroom characteristics and teacher characteristics that were related to the self-reported beliefs and classroom practices of first-, second-, and third-grade teachers. Found classroom characteristics and teacher characteristics predicted teacher beliefs and practices and that teacher characteristics added significantly to the…

Children in developmentally inappropriate kindergarten classrooms exhibited more stress than children in developmentally appropriate classrooms. In inappropriate classrooms, African Americans exhibited more stress than whites during most class activities. Low-SES and African-American children were less involved in appropriate activities than were…

Research suggests that children benefit from preschool programs only when the programs are of high quality. This study sought to ascertain if Texas public prekindergarten teachers and administrators recognized standards for high quality preschool consistent with nationally recognized standards, and to determine if their level of acceptance was…