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Baron, Sarah; Immekus, Jason C.; González, Juan Carlos; Yun, Cathy K. – Curriculum and Teaching Dialogue, 2016
The pendulum is shifting from teacher-directed approaches in childhood education towards child-directed learning where developmentally appropriate practices (DAP) inform curriculum and instruction. This study explored the perspectives of teachers and administrators towards the supports and barriers of DAP and play in Transitional Kindergarten (TK)…
Descriptors: Play, Kindergarten, Developmentally Appropriate Practices, Teacher Attitudes
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Pawlowicz, Rachel; Grunden, Walter E. – History Teacher, 2015
Educators at the secondary school level who teach History, or Integrated Social Studies more broadly, may be expected to possess at least some passing knowledge of the Holocaust, the genocide perpetrated against European Jews by Nazi Germany in the 1930s and 1940s. Yet, when it comes to the Pacific War and Japanese war crimes and atrocities…
Descriptors: History Instruction, European History, World History, Secondary School Curriculum
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Lalonde, Kaylah; Holt, Rachael Frush – Journal of Speech, Language, and Hearing Research, 2015
Purpose: This study explored visual speech influence in preschoolers using 3 developmentally appropriate tasks that vary in perceptual difficulty and task demands. They also examined developmental differences in the ability to use visually salient speech cues and visual phonological knowledge. Method: Twelve adults and 27 typically developing 3-…
Descriptors: Cues, Speech Communication, Preschool Children, Developmentally Appropriate Practices
Orion, Judith – NAMTA Journal, 2015
Judi Orion, a Montessori expert on the birth-to-six plane of development, delivers a no-nonsense call to arms about the vital importance of the right beginning to set the stage for all that follows. Although we often hear and read about the period from birth to two-and-a-half years, Orion communicates the urgency of responding to the developmental…
Descriptors: Montessori Method, Early Childhood Education, Preschool Education, Young Children
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Pyle, Angela; Bigelow, Ashley – Early Childhood Education Journal, 2015
The benefits of play to children's development and academic learning are often discussed in the research. However, inconsistencies in definitions of play and differing perspectives concerning the purpose of play in educational settings make it challenging for teachers to determine how to productively integrate play-based pedagogies into their…
Descriptors: Foreign Countries, Play, Child Development, Academic Standards
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Freeman, Stephanny F.; Gulsrud, Amanda; Kasari, Connie – Journal of Autism and Developmental Disorders, 2015
This study examined the influence of early joint attention and play in children with autism on child- and parent-reported friendship quality 5 years later. Initially, children participated in developmental, joint attention, and play measures. At follow-up (age 8-9), parents and children completed the Friendship Qualities Scale (Bukowski et al. in…
Descriptors: Attention, Autism, Parent Child Relationship, Friendship
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Sabatini, John; O'Reilly, Tenaha; Deane, Paul – ETS Research Report Series, 2013
This report describes the foundation and rationale for a framework designed to measure reading literacy. The aim of the effort is to build an assessment system that reflects current theoretical conceptions of reading and is developmentally sensitive across a prekindergarten to 12th grade student range. The assessment framework is intended to…
Descriptors: Reading Tests, Literacy, Models, Testing Programs
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Brown, Christopher P.; Lan, Yi-Chin – Teachers College Record, 2013
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…
Descriptors: Developmentally Appropriate Practices, Cognitive Development, Meta Analysis, Early Childhood Education
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Cardone, Taran; Turton, Elizabeth Stoll; Olson, Gerald; Magolda, Marcia Baxter – About Campus, 2013
Committed to improving how their various programs serve student learning, Taran Cardone, Elizabeth Stoll Turton, Gerald Olson, and Marcia Baxter Magolda describe how their participation in Miami University's Community of Practice on Engaged Learning (COPEL) helped them create developmentally appropriate, learning-centered approaches that support…
Descriptors: Communities of Practice, Participation, Program Descriptions, Developmentally Appropriate Practices
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Fisher, Anna; Thiessen, Erik; Godwin, Karrie; Kloos, Heidi; Dickerson, John – Journal of Experimental Child Psychology, 2013
Selective sustained attention (SSA) is crucial for higher order cognition. Factors promoting SSA are described as exogenous or endogenous. However, there is little research specifying how these factors interact during development, due largely to the paucity of developmentally appropriate paradigms. We report findings from a novel paradigm designed…
Descriptors: Psychometrics, Models, Preschool Children, Young Children
Fisher, Anna; Thiessen, Erik; Godwin, Karrie; Kloos, Heidi; Dickerson, John – Grantee Submission, 2013
Selective sustained attention (SSA) is crucial for higher order cognition. Factors promoting SSA are described as exogenous or endogenous. However, there is little research specifying how these factors interact during development, due largely to the paucity of developmentally appropriate paradigms. We report findings from a novel paradigm designed…
Descriptors: Attention Control, Psychometrics, Models, Preschool Children
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Pérez, Michelle Salazar; Saavedra, Cinthya M. – Review of Research in Education, 2017
In this chapter, we call for onto-epistemological diversity in the field of early childhood education and care (ECEC). Specifically, we discuss the need to center the brilliance of children and communities of color, which we argue, can be facilitated by foregrounding global south perspectives, such as Black and Chicana feminisms. Mainstream…
Descriptors: Early Childhood Education, Child Care, Geographic Location, African Americans
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Kim, Young-Suk Grace; Schatschneider, Christopher – Journal of Educational Psychology, 2017
We investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills…
Descriptors: Writing Skills, Writing Instruction, Grade 1, Teaching Methods
Kim, Young-Suk Grace; Schatschneider, Christopher – Grantee Submission, 2017
We investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills…
Descriptors: Writing Skills, Writing Instruction, Grade 1, Teaching Methods
Nellis, Theresa M. – ProQuest LLC, 2017
Self-regulation is a significant predictor of student academic performance, over those traditional measures of intelligence and socioeconomic status. The failure to develop these skills may produce students who are at a four-times greater risk of behavioral issues, school dropout, and poor academic performance. This multiple qualitative case study…
Descriptors: Metacognition, Grade 4, Elementary School Students, Academic Achievement
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