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Fore, David A. – 1992
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…
Descriptors: Developmentally Appropriate Practices, Elementary School Teachers, Primary Education, Program Evaluation
Peer reviewedDamian, Betsy – Early Childhood Research Quarterly, 1997
Asserts that the study by Elicker and Mathur, with its commitment to high-quality early childhood education and developmentally appropriate practice, and its understanding of the complex demands on kindergarten curricula, can help educators look closely at their own programs in terms of teaching style and philosophical beliefs. (EV)
Descriptors: Developmentally Appropriate Practices, Full Day Half Day Schedules, Kindergarten, Outcomes of Education
Readiness for Learning: A Readiness Audit Tool for Kindergarten Classrooms. [Booklet and Videotape].
Download full textNorth Central Regional Educational Lab., Oak Brook, IL. – 2000
Noting the importance of developmentally appropriate practice (DAP) for teaching kindergarten students, this guide with accompanying videotape is designed to help kindergarten practitioners assess their classroom's level of readiness. The guide discusses the concept of kindergarten readiness as including the capacity of kindergarten classrooms and…
Descriptors: Classroom Environment, Classroom Techniques, Developmentally Appropriate Practices, Evaluation Criteria
Peer reviewedFrede, Ellen; Barnett, W. Steve – Early Childhood Research Quarterly, 1992
Examined the effects of attendance at a large-scale public school preschool program on children's school-related skills and the relationship of elements of program quality to the program's efficacy. Found that the program provided developmentally appropriate experiences for disadvantaged young children that contributed to increased skills in first…
Descriptors: Academic Achievement, Developmentally Appropriate Practices, Disadvantaged Youth, Grade 1
Peer reviewedBriggs, Freda; Hawkins, Russell M. F. – Early Child Development and Care, 1994
A follow-up study examined two programs intended to prevent child sexual abuse: (1) Protective Behaviors (Australia), which develops assertiveness skills to empower children; and (2) Keeping Ourselves Safe (New Zealand), which uses "What if..." problem-solving exercises. Revealed the importance of providing a school-based program that is…
Descriptors: Assertiveness, Child Abuse, Developmentally Appropriate Practices, Followup Studies
Blois, George T.; Cushing, Katherine S. – 1989
The evaluation of the Developmental Kindergarten (DK) Program at the Harrison School District #2, Colorado Springs, Colorado, involved pre- and post-testing of student academic gains and interviewing of principals and teachers. The program aimed to provide developmentally appropriate activities for students believed to be "at risk" of…
Descriptors: Administrator Attitudes, Developmental Programs, Developmentally Appropriate Practices, Interviews
Peer reviewedBurts, Diane, C.; And Others – Journal of Research in Childhood Education, 1993
Explored the relationship between the developmental appropriateness of kindergarten classroom instruction and first-grade overall and individual subject area reading test averages. Found that first graders from more appropriate kindergarten classrooms had higher reading averages than children from less appropriate kindergarten classrooms. Gender…
Descriptors: Academic Achievement, Child Development, Curriculum Based Assessment, Developmentally Appropriate Practices
Far West Lab. for Educational Research and Development, San Francisco, CA. – 1994
A study evaluated the Early Childhood Resources Teacher Training Project (TTP). The purpose of the TTP is to train preschool and early primary grade teachers in developmentally appropriate practices. The evaluation sought to: (1) determine the extent to which teachers undergoing training were able to understand and implement the content of the…
Descriptors: Case Studies, Child Behavior, Child Development, Classroom Techniques
New York City Board of Education, Brooklyn, NY. Office of Educational Research. – 1993
Kindergarten Plus, a program for disabled and non-disabled kindergarten students in an integrated classroom setting, was implemented in 5 New York City classrooms serving 99 kindergartners. The program's implementation and student outcomes were evaluated at the end of the first year. Classroom observation and staff interviews revealed that the…
Descriptors: Classroom Environment, Developmentally Appropriate Practices, Disabilities, English (Second Language)
Denny, Merry – 1991
The attributes of Kentucky's Primary Program are developmentally appropriate practices; multi-age classrooms; continuous progress; authentic assessment; qualitative reporting; professional teamwork; and parent involvement. This document serves as a guide for teachers who wish to make changes concerning these attributes as they relate to four…
Descriptors: Check Lists, Classroom Environment, Continuous Progress Plan, Developmentally Appropriate Practices
Honig, Alice Sterling – 1990
The title question is discussed in six sections. Structural variables and issues are discussed in subsections concerning: the sex of child, the kindergarten program's day length, type, entrance age, group size, classroom aides and arrangements, and policies on promotion, failure, and retention. Interpersonal variables are explored in terms of…
Descriptors: Change Strategies, Developmentally Appropriate Practices, Educational Change, Educational Practices
Bergeling, Ann-Sofie; Gustavsson, Maria – 1995
This study evaluated a project for integrating preschool- and school-age children in a joint educational program. The integration project (SKOBO) has been implemented in all education units in the investigated municipality. Each school has, however, had a considerable degree of freedom in carrying out the program with the potential to find its…
Descriptors: Cooperative Planning, Developmentally Appropriate Practices, Foreign Countries, Individualized Instruction
PDF pending restorationNational Association of Early Childhood Specialists in State Departments of Education. – 1992
A series of eight videoconferences was designed to help educational professionals improve schools by applying knowledge gained from research. During the videoconference programs, which are transmitted by satellite to facilities with receiving capacity, viewers can interact by telephone with the program presenters. Each program covers a specific…
Descriptors: Child Development, Childhood Needs, Curriculum Evaluation, Developmentally Appropriate Practices
Jarvis, Carolyn H.; And Others – 1989
An evaluation of the 1988 implementation of New York City's 29-day-long Summer Kindergarten program for children entering first grade with little or no kindergarten experience is presented. A total of 9,444 children were enrolled in 436 classes in 171 schools located in 32 community school districts. The program ran from 8:30 AM to 2:30 PM, Monday…
Descriptors: Case Studies, Check Lists, Classroom Environment, Community Characteristics
Michigan State Board of Education, Lansing. – 1992
Recognizing the value and need for quality early childhood education programs for children ages four through eight years, the Michigan State Board of Education appointed an ad hoc committee to develop standards of quality. Based on the draft developed by this committee, this standards guide is designed to assist administrators, teachers, and…
Descriptors: Accountability, Child Development, Developmentally Appropriate Practices, Early Childhood Education
