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Dissertations / Theses on the topic 'Developmentally Appropriate Physical Education'

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Published: 4 June 2021

Last updated: 7 February 2022

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1

Person, Linda Joy. "Preservice Teachers' Analysis of Appropriate Teaching Practices in Physical Education: A Qualitative Comparison of Two Programs." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27227.

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The purpose of this study was to examine how two different groups of preservice teachers from two universities identified and described appropriate and inappropriate teaching practices and suggest appropriate changes. The investigation was also designed to provide teacher educators with insights into how to better prepare prospective teachers for their first teaching experience. Participants for this study were 30 undergraduate preservice teachers from two southeastern universities. There were 15 participants from each group, which included 17 males and 13 females. Eight video vignettes were

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2

Hensley, Charity Gail. "Project 3rd Grade Environment: Descriptive Phenomenological Study of the Physical and Learning Environment in a Transformed 3rd Grade Classroom." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1669.

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This is a descriptive phenomenological study of a 3rd grade classroom in East Tennessee that was transformed in late spring 2009 to be consistent with principles incorporated in the 21st Century Model for Teaching and Learning and Educational Change (Evanshen, 2010). The objectives of this study were 1)to document the current physical and learning environment and 2)interview the participant regarding a classroom transformation in relation to teaching and learning. Methods of data collection included: interview questions related to the classroom environment pretransformation and posttransformat

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Thompson, Deborah. "Portfolios as developmentally appropriate assessment in early childhood education." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4292.

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Traditional use of formal assessment techniques in early childhood education is not congruent with the knowledge and philosophies that have begun to guide curriculum and practice. The discontent with current assessment approaches has created a need to develop alternate assessment methods. The practice of portfolio assessment is posed as a developmentally appropriate alternative in this thesis. Current literature on portfolio assessment related to kindergarten/first grade setting supports portfolio assessment in both theory and practice in early childhood education.

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Broderick, Jane Tingle. "Using Materials with Intention in Developmentally Appropriate Classrooms." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4233.

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Alexander, Dorothy Jean. "Developmentally Appropriate Practice and Preschool Teachers' Perceptions| Theory Versus Practice." Thesis, Johnson & Wales University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621971.

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<p> The National Association for the Education of Young Children (NAEYC) Position Statement of Developmentally Appropriate Practices (2009) serves as a pedagogical framework for best practice among early childhood educators. Developmentally Appropriate Practice (DAP) is guided by what is known about how children develop and learn. Teachers draw upon these principles to make decisions about planning experiences which promote learning and optimize children's growth. The DAP statement is accepted in the early childhood field as the standard by which quality early learning experiences are defined

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6

Ruto-Korir, Rose Cheptoo. "Preschool teachers' beliefs of developmentally appropriate educational practices." Thesis, Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-05012010-155439.

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Romero, Cynthia L. "Elementary school teacher's belief about developmentally appropriate tasks in mathematics." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1317.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Education<br>Elementary Education

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Grebe, Julie M. "Parents' Understanding of Developmentally Appropriate Practice in Early Childhood Education." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2192/.

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The intent of this study was to determine what understanding and knowledge parents had of developmentally appropriate practice (DAP). The study examined whether the beliefs of parents who enrolled their children in a National Association for the Education of Young Children (NAEYC) accredited program had any impact on their expectations for a philosophy and curriculum that is centered around DAP. In addition, the study examined whether parents' understanding of DAP changed when their children transitioned from infant and toddler programs, to preschool. The study group consisted of parents with

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9

White, Heather S. "Early Childhood Teacher Perspectives of Developmentally Appropriate use of Computer Applications." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/386.

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There is little evidence in the literature that early childhood (EC) teachers are using developmentally appropriate practices (DAP) in implementing computer applications in their classrooms. The purpose of this study was to identify EC teachers' perspectives about the use of developmentally appropriate computer applications and to identify their perspectives on strategies for implementing change toward greater use of developmentally appropriate computer applications. The study was based upon Joseph and Reigeluth's conceptual framework of systemic change processes, which provides educators with

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Shy, Leah K. "The Influences on K-2 Teachers' Approaches Towards Assessment and Developmentally Appropriate Practice." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898905.

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Kindergarten-second grade teachers often have to navigate conflicting paradigms as they attempt to honor the developmentally appropriate practices best suited for their young learners while working within the demands of the current educational paradigm of high-stakes testing and standardization. This challenge is acutely experienced in the assessment of young children, yet little research has been done to look at how teachers in the early elementary years approach or use assessment in developmentally appropriate ways. The purpose of this study was to use a constructivist grounded theory approa

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Yen, Yaotsung Morrison George S. "Parents' beliefs about developmentally appropriate practice in early childhood programs in Taiwan." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9008.

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McAllister, Brittany Kristine. "PERCEPTIONS OF SCHOOL READINESS, DEVELOPMENTALLY APPROPRIATE PRACTICES, AND THE ROLE OF PROFESSIONALISM." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/432.

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Research supports the knowledge that there exist many models on and definitions of school readiness within early education. Additionally, research shows that utilizing developmentally appropriate practices (DAP) produces positive short and long term results for students; indicating the effectiveness and necessity for DAP in the classroom. The study sought to inform teachers via presentation on the subjects of school readiness and DAP; as well as gain insight on the barriers teachers face in utilizing their school readiness and DAP knowledge base in the classroom. To accomplish this, the study

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Haws, Trisha. "Student Teachers' Beliefs and Practices About Developmentally Appropriate Practice for Infants and Toddlers." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/15.

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The purpose of this study was to examine students’ beliefs and practices about developmentally appropriate practice with infants and toddlers. This study examined whether coursework in child development, combined with a lab experience engaging with children of the same age group, was related to developmentally appropriate beliefs and practices of student teachers. In particular, the study examined how coursework and practicum taken concurrently may have differed from taking the coursework alone. The relationships between descriptive data and student teachers’ developmentally appropriate belief

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Syrrakou, Ioanna. "The Relationship of Developmentally Appropriate Beliefs and Practices of Greek Kindergarten Teachers." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278118/.

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Sixty Greek kindergarten teachers were surveyed regarding their teaching beliefs and practices using the Teachers Questionnaire based on guidelines recommended by the National Association for the Education of Young Children. A Varimax factor analysis produced four factors for the Teacher Belief Scale and five factors for the Instructional Activities Scale. Scores on developmentally appropriate factors were consistently higher than factors classified developmentally inappropriate. Correlation between appropriate beliefs and activities was significant (r = .470); correlation between inappropriat

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Alghamdi, Ahlam A. "Examining preschool teachers' subjective beliefs toward developmentally appropriate practices| A Saudi Arabian perspective." Thesis, The University of Alabama at Birmingham, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10244238.

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<p> The purpose of the current study was to explore preschool teachers’ subjective beliefs toward developmentally appropriate practices (DAP) and developmentally inappropriate practices (DIP), as identified by the National Association of the Education of Young Children (NAEYC) in Saudi Arabia. Additionally, an investigation was conducted on what might account for cultural influences regarding teachers’ beliefs toward DAPs and DIPs. </p><p> Q-methodology, as a mixed-method approach, was utilized to collect, analyze, and interpret the data in a two-phase, sequential explanatory des

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Hogue, Linda Marie. "Developmentally appropriate practice and No Child Left Behind a phenomenological study of teachers' experiences /." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008d/hogue.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.<br>Additional advisors: Jody Brewer, Joseph C. Burns, Lois M. Christensen, Lynn D. Kirkland. Description based on contents viewed May 29, 2008; title from title screen. Includes bibliographical references (p. 194-208).

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Yen, Yaotsung. "Parents' beliefs about developmentally appropriate practice in early childhood programs in Taiwan." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9008/.

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Western educational policies and practices have impacted Taiwanese early childhood programs. The concept of developmentally appropriate practice has become part of the educational program for young children in Taiwan. This research study was completed to: (a) describe Taiwanese parents' beliefs about developmentally appropriate practice (DAP) in early childhood programs; (b) examine group differences between fathers' and mothers' beliefs about DAP; (c) investigate group differences between parents of different socioeconomic statuses beliefs about DAP; (d) explore group differences between pare

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Bang-Jensen, Valerie. "The forgotten fourth and fifth : portraits of upper elementary students and teachers in developmentally appropriate classrooms /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11974382.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.<br>Typescript; issued also on microfilm. Sponsor: Celia Genishi. Dissertation Committee: Karen Kepler Zumwalt. "Bibliography of children's books and other fiction"--Leaf 372. Includes bibliographical references (leaves 362-371).

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Zou, Bingjie. "Shanghai kindergarten teachers' beliefs about engagement in Developmentally Appropriate Practice in the context of educational reform." Scholarly Commons, 2017. https://scholarlycommons.pacific.edu/uop_etds/37.

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In an effort to ensure high quality early childhood education, curriculum reform has been implemented for over one decade in Shanghai kindergartens (specifically, since 2004). The reform guidelines largely align with the principles of Developmentally Appropriate Practice (DAP) issued by the National Association for the Education of Young Children (NAEYC) in the United States, which served as the conceptual framework of this study. This study aimed to develop a better understanding of kindergarten teachers’ beliefs and practice of Developmentally Appropriate Practice (DAP) in Shanghai in the co

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Cade, June. "Childcare Workers Beliefs about the Use of Developmentally Appropriate Practice| A Qualitative Explanatory Multi-Case Study." Thesis, University of Phoenix, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13862346.

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<p> The purpose of this qualitative explanatory multi-case study was to examine childcare workers’ perceptions about the use of developmentally appropriate practices within private toddler and preschool classrooms. The problem was that some child care workers have a master’s or bachelor’s degree in another field not related to early childhood education, which may result in a lack of knowledge regarding child growth and development and the use of developmentally inappropriate practices in toddler and preschool classrooms. The theoretical framework for this qualitative multi-ca

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Lynch, Dale P. "Teachers' Expressed Beliefs and Practices About Developmentally Appropriate Education of Multi-age and Single-age Classrooms." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2943.

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The purpose of this study was to determine the expressed beliefs and practices about developmental education from early childhood teachers in Tennessee's First Educational District. A questionnaire measuring expressed beliefs and practices was administered to teachers (kindergarten through third grade) in public schools with both multi-age and single-age classrooms. The area of teaching specialization along with the number of years taught within the organization structure are paramount in the study. Teachers' expressed beliefs concerning the amount of outside influences with planning and imple

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Estrada, Rayna Allison. "Appropriate exercise videos for adolescents." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2165.

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The purpose of this project was to review literature for appropriate elements that should make up an adolescent exercise video. Methods consisted of gathering research from twenty-three publications in books and professional journal articles. A review of the literature was examined to create chapters of information and a checklist pertaining to what makes up an appropriate adolescent exercise video.

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Snider, Margaret Hardy. "The effect of specialized education and job experience on early childhood teachers' knowledge of developmentally appropriate practice." Thesis, Virginia Tech, 1988. http://hdl.handle.net/10919/45188.

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Early childhood teachers’ (N=73) level of education, length of employment, number of content areas covered in child development courses taken, and supervised practical experience were examined as factors affecting their knowledge of developmentally appropriate practice. Background information concerning each teacher's education, employment, content areas covered in child development courses taken, and supervised practical experiences was gathered in the Teacher Information Report. Knowledge of developmentally appropriate practice was assessed by having each teacher listen to 12 audiotaped vign

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Hsu, Ning. "The effectiveness of multicultural based social stories to increase appropriate behaviors of children with developmental delay." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Cook, Tracey Marie. "The Relationship Between Teacher Certification and the Use of Developmentally Appropriate Practices in Kindergarten Classrooms in Northeast Tennessee." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etd/658.

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This study examined two types of teacher certification. The certifications of elementary teachers and early childhood teachers were the focus of the study. The purpose of the study was to determine if a relationship existed between teacher certification (early childhood grades pre-kindergarten through fourth and elementary education grades one through eight) and the use of developmentally appropriate practices in kindergarten classrooms in northeast Tennessee. The approach to the study was quantitative. Data were collected from teacher and classroom observations using the Early Childhood Rat

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Hu, Bi Ying. "Examining the General Quality of Early Childhood Education and Structural Variables in Support of Early Childhood Inclusion in Beijing, China." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3046.

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The primary purpose of this study was to (a) explore the global quality of early childhood programs within the Chinese socio-cultural context, and (b) examine the effects of teachers' years of experience, degree, major, and class size on teachers' perceptions of developmentally appropriate practices, inclusion, and training needs in order to provide services for children with disabilities in regular classrooms. The researcher completed observations in 40 early childhood classrooms using the Early Childhood Environment Rating Scale- Revised (ECERS-R). Results from classroom observations reveale

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Harkins, Margaret Gast. "Preservice teachers' understanding and application of developmentally appropriate practices in a school-to-work program at the elementary-school level /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951595501987.

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Darnell, Mary McEuen. "A Study of Utah Teachers' Developmentally Appropriate Beliefs and Practices as Related to Perceptions of Kindergarteners' Successful School Entry." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/173.

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This study was an exploration of 450 Utah kindergarten teachers' perceptions of problems children face at the time of kindergarten entry, as well as an examination of the teachers' developmentally appropriate beliefs and practices. Consistent with previous research, teachers' beliefs were found to be more developmentally appropriate than their reported practices. This study also investigated the relationship between both teacher and classroom/school demographics and teachers' developmentally appropriate beliefs and practices. Further, the relationship between teachers' perceptions of childr

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Phillips, Cara L. ""Appropriate" kindergarten instruction beliefs and practices of early childhood educators /." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1091757691.

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Shreck, Paulette. "The influence of personal characteristics and socialization factors on the developmentally appropriate beliefs and practices of beginning early childhood teachers /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1994.

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Beers, Courtney. "Early Childhood Preservice Teachers' Knowledge of Children's Cognitive Development and Developmentally Appropriate Pedagogical Practices| Understanding the Role of Clinical Experiences." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10300319.

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<p> 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. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation programs are those that are steeped in clinical practice, these types of experiences are inconsi

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Di, Francesco Nathalie. "Early Childhood Educators' Knowledge of Developmental Milestones (KDM) and Appropriate Play Materials (KPM) in Relation to their Developmentally Appropriate Practices (DAP) in Child Care Centres in Quebec." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19959.

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The quality of early childhood education and care programs greatly impacts children’s development and well being. The classroom environment, program content and approach and early childhood educators’ characteristics are some of the elements that influence quality and thus have effects on young children’s development. Past research has indicated that early childhood education and care programs in Quebec have received on average low/minimal or mediocre ratings of quality and were also found to lack developmentally appropriate play materials (Drouin, Bigras, Fournier, Desrosiers, & Bernard, 2004

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Patrick, Carla J. "Developmentally appropriate spelling and phonics instruction and its impact on student level of orthography, decoding ability, and reading accuracy." Wittenberg University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=witt1534160012802077.

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Heaston, Amy R. "The relationship between income level and educational background and parent perceptions of a developmentally appropriate curriculum in an early childhood center." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/833011.

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The purpose of this study was to identify parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) in selected early childhood centers. The relationship between income level and educational background and parent perceptions of a developmentally appropriate curriculum was also studied. Additionally, the relationship between parent perceptions of a developmentally appropriate curriculum and the selection of early childhood centers was examined.The Parent Perception Questionnaire, developed by the researcher, was mail

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Moore, April D. "The relationship between the use of developmentally appropriate practice and the inclusion of product-producing art activities in infant programs." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0319104-232342/unrestricted/MooreA040704f.pdf.

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Thesis (M.A.)--East Tennessee State University, 2004.<br>Title from electronic submission form. ETSU ETD database URN: etd-0319104-232342. Includes bibliographical references. Also available via Internet at the UMI web site.

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Wesolik, Faith J. "The Relationship Between Early Childhood Teacher Candidates’ Perceptions of School Climate and Their Creation of Developmentally Appropriate Lesson Plans: A Mixed Methods Study." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1165262450.

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Wesolik, Faith. "The relationship between early childhood teacher candidates' perceptions of school climate and their creation of developmentally appropriate lesson plans a mixed methods study /." Akron, OH : University of Akron, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1165262450.

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Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Elementary Education, 2006.<br>"December, 2006." Title from electronic dissertation title page (viewed 04/07/2008) Advisor, Carole Newman; Co-Advisor, Isadore Newman; Committee members, Francis Broadway, Susan Olson, Ruth Oswald; Department Chair, Bridgie A. Ford; Dean of the College, Patricia A Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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Harmon, Mary Frances. "Comparison of the academic achievement of primary school students in multiage and traditional classrooms." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0828101-192951/unrestricted/harmon.091801.pdf.

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Johnson-Ferguson, Melita Sutton. "Identifying Strategies of Culturally Relevant and Developmentally Appropriate Instructional Practices for African American Prekindergarten Children through Individualized Preservice and In-Service Professional Development for Early Childhood Administrators and Educators." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746496.

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<p> The purpose of this qualitative research study was to explore how instructors became aware of culturally relevant teaching (CRT) and developmentally appropriate practices (DAP) that support African American students’ academic achievement. The Grounded Theory approach was used to uncover themes from the individual interviews of African American preschool directors, teachers, and assistant teachers of African American pre-kindergarten children in Los Angeles County. The interview questions identified the source of information for creating a culturally relevant and developmentally appro

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Flora, Holly Irvin. "A Study of the Association between Multi-Age Classrooms and Single-Age Classrooms Regarding TCAP Reading/Language Gains." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1100.

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The purpose of this study was to explore the differences between Reading/Language achievement gains of students in multi-age classrooms to the Reading/Language achievement gains of their peers in traditional, single-age classrooms. The causal-comparative quantitative approach to exploring cause-and-effect relationships was employed in this study. In this study, the effect of multi-age grouping and single age grouping was analyzed and compared using TCAP Reading/Language raw gain scores. Raw gain scores were used to determine the amount of progress children make from one year to the next rega

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Brading, Elizabeth Ely. "The Curricular Practices of Early Childhood Teachers Working in Public Sschool Primary Grades." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etd/743.

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Little is known about the curricular practices or thinking of early childhood teachers attempting to use developmentally appropriate practices in public school primary grades. The purpose of this study was to investigate four primary grade teachers' thoughts and classroom practices, through observation, interviews, and classroom schedules. Data were analyzed following the procedures for open, axial, and selective coding as explained by Strauss (1987). All four teachers exhibited common elements: educational beliefs consistent with those of the National Association for the Education of Young Ch

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Wright, Rachelle Ernest. "Kindergarten Teachers' Developmentally Appropriate Beliefs and Practices and Their Perceptions of Children's Kindergarten Readiness: Comparing the Beginning and the End of the School Year." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/605.

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This study examined 180 matched pretest/posttest surveys of kindergarten teachers' perceptions of the transition children experienced upon kindergarten entry. Investigations of changes in the percentages of children perceived as not being ready for kindergarten and percentages of children who were rated as having had a very successful, moderately successful, or difficult transition from the pretest to the posttest were conducted. Additionally, changes in teachers' developmentally appropriate beliefs and practices from the beginning of the school year (pretest) to the end of the school year (po

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O'Rourke, Kathleen A. "Measuring knowledge of developmentally appropriate practice while comparing and exploring disciplines of study, learning styles, degree of flexibility, and values of students enrolled in a home economics child development laboratory /." View online, 1995. http://repository.eiu.edu/theses/docs/32211998780870.pdf.

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Evanshen, Pamela Ann. "An analysis of configurations in a nongraded elementary school in northeast Tennessee." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0416101-211857/unrestricted/evanshenn0417.pdf.

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Huffstetter, Mary. "The effects of an internet-based program on the early reading and oral language skills of at-risk preschool students and their teachers' perceptions of the program." Scholar Commons, 2005. http://scholarcommons.usf.edu/etd/2929.

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This investigation examined the effects of instruction, within the context of the Headsprout Reading Basics program, on the oral language and early reading skills of at-risk preschool students, and their teachers perceptions of the program. Random assignment was used in a pretest-posttest, control group design to assess the effects of this program. Thirty-one students, across two preschool settings, participated in the experimental group, and 31 students participated in the comparison group. The experimental group received instruction through the Headsprout Reading Basics program, which teache

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Moore, Ruth Jane Liebschutz. "Utah Kindergarten Teachers' Challenges and Concerns About Teaching Kindergarten." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/790.

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This qualitative study was an exploration of 55 Utah kindergarten teachers' perceptions of challenges in teaching. It investigated written concerns teachers expressed in a statewide survey of kindergarten teachers. Study findings indicated that two main issues were communicated by teachers: a disparity between their developmentally appropriate beliefs and practices in the classroom, and concerns about children's kindergarten readiness and transition to school. About 56% of teachers felt a struggle in implementing their developmentally appropriate beliefs about education, for a variety of re

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Bivona, Jenny M. "Effect of Early Childhood Teacher Characteristics on Classroom Practice, Quality, and Child Abilities." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4899/.

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The National Institute of Child Health and Human Development (NICHD) is funding and supporting a longitudinal study of Early Child Care. Beginning in 1991, data was collected from ten sites across the United States and included 1,364 families with a newborn child. This study used the NICHD Early Child Care data set to investigate characteristics of teachers that provide childcare in a daycare-like setting or childcare centers. Specifically, the relationship between early childhood teacher endorsement of developmentally appropriate belief systems and teacher education in early childhood were ex

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Samalot, Rivera Amaury. "The effect of social skill instruction on sport and game related behaviors of children and adolescents with emotional or behavioral disorders." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1186774990.

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Manwaring, Joanne Scandling. "High Stakes Play: Early Childhood Special Educators' Perspectives of Play in Pre-Kindergarten Classrooms." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3732.

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This study examined Early Childhood Special Educators' perceptions of play as a developmentally appropriate practice in special education prekindergarten classrooms in one southeastern school district. Through purposeful sampling, eight prekindergarten special educators were identified because they held multiple teaching certifications and some held National Board certification. The participants had many years of experience in pre-kindergarten special education, and were professional development trainers, teacher mentors and or leaders in the prekindergarten special education community. These

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Gibson, Samantha Ann. "The cultural relevance of developmentally appropriate practice : possibilities and contradictions from around the world." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-12-2626.

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In 2009 the National Association for the Education of Young Children (NAEYC) released their most recent position statement on developmentally appropriate practice (DAP) for preschool aged children. This foundational document provides a framework widely used within the United States for what is considered developmentally appropriate and inappropriate when applied to educating young children. By utilizing a comparative early childhood educational lens this paper examines preschool education practices around the world in order to support, inform, broaden, or challenge these supposed development

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