Research on early childhood teachers' perceptions of technology integration has been criticized for not paying enough attention to the unique pedagogical characteristics of early childhood education. This qualitative study contributes to resolving this need by scrutinizing preservice teachers' perceptions of technology usage through the frames of…

Despite increased interest in children's risk-taking in play, little is known of this aspect considering children under three years. Therefore, this study aimed to investigate the concept of scaffolding to potentially describe patterns in staff-child interaction in 1-3-year-olds' risky play. Empirical data were taken from an exploratory study,…

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…

The number of preterm births is increasing globally and in England, yet professional knowledge about the short- and long-term developmental consequences and the psycho-social effect on parents is limited amongst the early years workforce. Using a social-ecological systems theory approach, this paper reports on a mixed-methods study that aimed to…

The quality of early caregiving and educational environments has a significant effect on children's later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments and therefore they need appropriate professional preparation. The purpose of this study was to describe the ways in which…

Although developmentally appropriate practice (DAP) has strong merits, there are considerations pertaining to its development and implementation which must be raised. In order for educators to include diverse voices of young children, the time has come for a new conversation to unfold introducing developmentally universal practice (DUP). With this…

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…

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…

The goal of the present study is to explore the use of developmentally appropriate practices in Asian Indian early childhood classrooms. This information is critical for all early childhood educators and teacher educators because the society we live in is fast becoming extremely diverse and our classrooms are becoming a cauldron of various…

It is generally acknowledged that a child's primary caregiver acts as a spring board to independence. By encouraging the child to explore their world, parents and guardians are instrumental in developing the child's sense of self-esteem, self-worth and sociability. Less fortunate, however, are the increasing numbers of young children born with a…

Examines the traditional place of play in contemporary early childhood programs in light of new directions in theory and curriculum, the push for educational outcomes, and perceived pressures of the global market economy. Maintains that a new focus on teaching through play may provide a way to reconcile demand for outcomes with a concern for…

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…

Examined beliefs and practices of Korean early childhood teachers. Found that public kindergarten teachers had more academic preparation and teaching experience and reported implementing more appropriate and fewer inappropriate teaching practices than other teachers. Child caregivers used more inappropriate teaching strategies than public or…

Describes three types of functional assessment of young children with special needs: play-based, family interviews, and the evaluation of multiple intelligences. Claims that all three types are useful for planning developmentally appropriate interventions and are positive because the emphasis is on the children's and their families' strengths…

Argues that knowing the temperamental differences of young children can assist classroom teachers in being more responsive to children's various needs and in providing developmentally appropriate classrooms. Recommends ways to adapt the classroom environment for many interaction and learning styles. (MM)