Investigated primary students' perceptions of teacher practices and learning in learner-centered (LC) and non-learner-centered (NLC) classroom contexts. Found that primary students valued similar characteristics in teachers regardless of classroom context or grade level. Children's interest in schoolwork and learning was lower in NLC classrooms…

The implications of developmentally and culturally appropriate practice for early childhood education are explored from the context of selections from classroom journals and personal narratives of 30 early childhood educators. The ability of developmentally appropriate practice to respond to cultural diversity is discussed. (LB)