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The Impact of Child Development Associate Training on the Beliefs and Practices of Preschool Teachers
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Heisner, Mary Jane; Lederberg, Amy R. – Early Childhood Research Quarterly, 2011
This study examined the impact of Child Development Associate (CDA) training on the beliefs and practices of early childhood teachers who did not have college degrees or early childhood college coursework. Preschool teachers who were enrolled in CDA classes (n = 76) and a comparison group of teachers (n = 50) completed two surveys of beliefs and…
Descriptors: Preschool Teachers, Beliefs, Teaching Methods, Child Development
Between a Rock and a Hard Place in the Primary Grades: The Challenge of Providing Developmentally Appropriate Early Childhood Education in an Elementary School Setting.
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Goldstein, Lisa S. – Early Childhood Research Quarterly, 1997
Notes that primary grade teachers attempting to implement developmentally appropriate practice (DAP) in their classrooms must contend with the competing professional models of early childhood education and elementary schooling. Describes the practices of one primary grade teacher, which, despite problems of interpretation, inconsistency, and only…
Descriptors: Developmentally Appropriate Practices, Early Childhood Education, Educational Principles, Models
Measuring the Developmental Appropriateness of Kindergarten Teachers' Beliefs and Practices.
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Charlesworth, Rosalind; And Others – Early Childhood Research Quarterly, 1993
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…
Descriptors: Developmentally Appropriate Practices, Kindergarten, Preschool Teachers, Primary Education
Beyond Polar Descriptions of Developmentally Appropriate Practice: A Reply to Bredekamp.
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Fowell, Nancy; Lawton, Joseph – Early Childhood Research Quarterly, 1993
Addresses four concerns raised by Bredekamp in her commentary on an earlier article by Fowell and Lawton. The earlier article proposed an alternative view of developmentally appropriate practices to that expressed in a position paper of the National Association for the Education of Young Children. (BB)
Descriptors: Developmentally Appropriate Practices, Early Childhood Education, Guidelines, Preschool Children
Myths about Developmentally Appropriate Practice: A Response to Fowell and Lawton.
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Bredekamp, Sue – Early Childhood Research Quarterly, 1993
Maintains that Fowell's and Lawton's article, "An Alternative View of Appropriate Practices in Early Childhood Education," misrepresents both content and intent of National Association for Education of Young Children's position statement on developmentally appropriate practices for programs serving four and five year olds, as illustrated…
Descriptors: Developmentally Appropriate Practices, Early Childhood Education, Position Papers, Preschool Children
Comparing Beliefs about Appropriate Practice among Early Childhood Education and Care Professionals from the U.S., China, Taiwan, Korea and Turkey
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McMullen, Mary; Elicker, James; Wang, Jianhong; Erdiller, Zeynep; Lee, Sun-Mi; Lin, Chia-Hui; Sun, Ping-Yun – Early Childhood Research Quarterly, 2005
The purpose of this study was to examine what, if anything, caregivers and teachers of 3- to 5-year-old children from the U.S. (n = 412), China (n = 244), Taiwan (n = 222), Korea (n = 574), and Turkey (n = 214), had in common in terms of self-reported beliefs and self-reported practices related to the National Association for the Education of…
Descriptors: Foreign Countries, Measures (Individuals), Developmentally Appropriate Practices, Teaching Methods
Early Childhood Education Teachers: Do They Practice What They Preach?
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Stipek, Deborah J.; Byler, Patricia – Early Childhood Research Quarterly, 1997
A study of 60 preschool, kindergarten, and first grade teachers found significant relationships among teachers' beliefs about how children learn; their views on the goals of early childhood education; their positions on policies related to school entry, testing, and retention; their satisfaction with current practices, and pressures for change;…
Descriptors: Basic Skills, Developmentally Appropriate Practices, Early Childhood Education, Educational Environment
Describing Oral Language Opportunities and Environments in Head Start and Other Preschool Classrooms.
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Smith, Miriam W.; Dickinson, David K. – Early Childhood Research Quarterly, 1994
Describes the nature of children's oral language experiences in Head Start and other preschool programs serving low-income families and relates those experiences to broader features of the classrooms' programs. Finds that small class size, teacher education levels, and developmentally appropriate curricula are positively associated with high…
Descriptors: Classroom Environment, Comparative Analysis, Developmentally Appropriate Practices, Educational Attainment
Academic Performance among At-Risk Children: The Role of Developmentally Appropriate Practices.
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Huffman, Loreen R.; Speer, Paul W. – Early Childhood Research Quarterly, 2000
Examined the effect of developmentally appropriate teaching practices on academic achievement of kindergarten and first-grade children participating in the Head Start/Public School Transition Project. Found that achievement was significantly higher in the more developmentally appropriate classrooms for letter/word identification and applied…
Descriptors: Academic Achievement, Blacks, Classroom Techniques, Developmentally Appropriate Practices