Relevant bibliographies by topics / Developmentally appropriate practice (DAP)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Developmentally appropriate practice (DAP)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Developmentally appropriate practice (DAP)"

1

Pertiwi, Fitri, Ishak Abdulhak, and Viena Rusmiati Hasanah. "Pengaruh pelaksanaan pelatihan developmentally appropriate practice terhadap peningkatan kompetensi pedagogik pendidik PAUD." JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) 5, no. 2 (November 4, 2018): 142–53. http://dx.doi.org/10.21831/jppm.v5i2.20124.

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Penelitian ini bertujuan untuk mengetahui pengaruh pelaksanaan pelatihan Developmentally Appropriate Practice (DAP) terhadap peningkatan kompetensi pedagogik pendidik PAUD. Penelitian ini menggunakan metode ex post-facto dengan pendekatan kuantitatif. Data dalam penelitian ini dikumpulkan melalui angket dan studi dokumentasi. Pengaruh pelaksanaan pelatihan Developmentally Appropriate Practice (DAP) diidentifikasi melalui perbandingan rata-rata antara data pre-test dan data post-test. Angket juga dikumpulkan lalu dianalisis untuk mengetahui gambaran pelaksanaan pelatihan Developmentally Appropriate Practice (DAP) dan gambaran kompetensi pedagogik pendidik PAUD setelah mengikuti pelatihan Developmentally Appropriate Practice (DAP). Hasil penelitian menunjukkan bahwa setelah mengikuti pelaksanaan pelatihan Developmentally Appropriate Practice (DAP), rata-rata kompetensi pedagogik pendidik PAUD menjadi lebih baik dibandingkan dengan sebelum mengikuti pelaksanaan pelatihan Developmentally Appropriate Practice (DAP), atau dengan kata lain pelaksanaan pelatihan Developmentally Appropriate Practice (DAP) berpengaruh secara signifikan terhadap peningkatan kompetensi pedagogik pendidik PAUD. The influence of developmentally appropriate practice training program on improving early childhood education teachers’ pedagogical competence AbstractThis study aims to investigate the influence of the Developmentally Appropriate Practice (DAP) training program on improving preschool teachers’ pedagogical competence. The study used quantitative approach with ex post-facto as its method. The data are collected by using questionnaires and documentation study. The influence of the Developmentally Appropriate Practice (DAP) training program is identified through a comparison of the average mean score between pre-test and post-test. Questionnaires was also collected and analyzed to find out the process of Developmentally Appropriate Practice (DAP) training program and also to know the preschool teachers’ pedagogical competence after joining the Developmentally Appropriate Practice (DAP) training program. The findings revealed that after joining the Developmentally Appropriate Practice (DAP) training program, the average level of the teachers’ pedagogical competence improves. In other words, the Developmentally Appropriate Practice (DAP) training program has a significant influence on improving the preschool teachers’ pedagogical competence.
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Hutapea, Ruben Pardamean, Nurhayati Simatupang, and Indra Kasih. "Game Development is Developmentally Appropriate Practice (Developmentally Appropriate) Practice Based Education for Elementary School Children." Journal Physical Education, Health and Recreation 5, no. 2 (August 22, 2021): 179. http://dx.doi.org/10.24114/pjkr.v5i2.27573.

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This study aims to: The purpose of this study is to develop games in physical education subjects in schools based on DAP (Developmentally Appropriate Practice). Then in this study will produce a product in the form of a game module with the concept of DAP (Developmentally Appropriate Practice) for basic locomotor movements. This type of research is development research based on the Borg and Gall model. The trial subjects consisted of material experts, game experts, and physical education teachers at the Imanuel Medan Elementary School and Methodist 1 Medan. The first stage of this model is the needs research stage, followed by the design stage, and the third stage is development and implementation. In this stage, all stages involve an evaluation and revision process. The assessment of the material expert is 89%, the game expert is 90.8%, and the results of the evaluation of the sports teacher in the first stage is 73.8%, and the second stage is 86%. Results The results of the product assessment have increased with a significant difference of 12.2%. This shows that the product developed on locomotor motion material through game development based on DAP (Developmentally Appropriate Practice) is feasible to be used in the implementation of learning.
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Copland, Ian. "Developmentally Appropriate Practice and Early Childhood Special Education." Australasian Journal of Early Childhood 20, no. 4 (December 1995): 1–4. http://dx.doi.org/10.1177/183693919502000402.

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This paper examines issues related to current practice in early childhood special education in the light of developmentally appropriate practice. The emerging debate revolves around the ‘appropriateness’ of DAP principles to the education of young children with disabilities. In particular, the importance placed on play in mainstream early childhood education and whether this can be transferred successfully to special education programs. The emergence of transactional/ecological approaches to early intervention appear to be addressing this issue. This approach is examined. The aim of this paper is, however, to stimulate further debate on the applicability of DAP to early childhood special education. Some possible future directions for research are discussed.
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Thompson, Josh, and Zlata Stanković-Ramirez. "What early childhood educators know about developmentally appropriate practice." Phi Delta Kappan 103, no. 2 (September 27, 2021): 20–23. http://dx.doi.org/10.1177/00317217211051138.

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The National Association for the Education of Young Children recently revised its Developmentally Appropriate Practice (DAP), the standard for early childhood care and education. Josh Thompson and Zlata Stanković-Ramirez explore how DAP has evolved over time and what guidance it provides early childhood educators regarding the interaction between typical waves of child development, children’s individual characteristics, and social and cultural context.
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Miranda, Martina L. "Developmentally Appropriate Practice in a Yamaha Music School." Journal of Research in Music Education 48, no. 4 (December 2000): 294–309. http://dx.doi.org/10.2307/3345365.

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Pedagogical practices in a Yamaha Music School were explored using ethnographic techniques to collect data during one semester of instruction. Two groups of participants served as informants in this study: (1) children 4-6 years of age, who were enrolled in the Yamaha Junior Music Courses, and (2) their teachers and parents in the setting. Developmentally Appropriate Practice (DAP) guidelines as published by the National Association for the Education of Young Children were the theoretical grounding for the study. The following question guided the investigation: In what ways are the events and interactions in a Yamaha music class congruent or incongruent with DAP guidelines ? Congruent events and interactions were the pace and variety of instructional activities, recognition of individuals, involvement of parents, and inclusion of dramatic play. Incongruent events and interactions were the approach to two-hand playing, fixed accompaniment tempos, minimal peer interactions, and fixed curricular goals.
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Miranda, Martina L. "The Implications of Developmentally Appropriate Practice for the Kindergarten General Music Classroom." Journal of Research in Music Education 52, no. 1 (April 2004): 43–63. http://dx.doi.org/10.2307/3345524.

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The purpose of this study was to examine the implications of Developmentally Appropriate Practice (DAP) for the kindergarten general music classroom. Ethnographic procedures (classroom observations, interviews, and artifact collection) were used to collect data in three kindergarten music classrooms throughout an academic year. Data were coded using five global dimensions of DAP (creating a caring community of learners, teaching to enhance development and understanding, constructing appropriate curriculum, assessing children's development and learning, and establishing reciprocal relationships with families), as published by the National Association for the Education of Young Children (NAEYC). Findings included practices congruent with DAP such as engagement as co-learners, inclusion of children's requests, inclusion of play, adjustment to individual needs, assessment in authentic contexts, and respect for family contexts. Incongruent practices included favoritism, lack of response to developmental needs, inflexible curricular decisions, and sparse communication with families. Implications included the need for early childhood coursework and mentorship.
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7

Quick, Beth Nason. "Beginning Reading and Developmentally Appropriate Practice (DAP): Past, Present, and Future." Peabody Journal of Education 73, no. 3 (June 1, 1998): 253–72. http://dx.doi.org/10.1207/s15327930pje7303&4_12.

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Quick, Beth Nason. "Beginning Reading and Developmentally Appropriate Practice (DAP): Past, Present, and Future." Peabody Journal of Education 73, no. 3-4 (June 1998): 253–72. http://dx.doi.org/10.1080/0161956x.1998.9681894.

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Hutapea, Ruben Pardamean, Nurhayati Simatupang, and Indra Kasih. "Game Development on Dap Based Physical Education Study (Developmentally Appropriate Practice) for Basic School Children." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 1 (January 26, 2021): 722–30. http://dx.doi.org/10.33258/birci.v4i1.1661.

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This study aims to develop games in physical education subjects in schools based on DAP (Developmentally Appropriate Practice). Then in this research will produce a product in the form of a game module with the concept of DAP (Developmentally Appropriate Practice) for basic locomotor motion. This type of research is development research based on the Borg and Gall Model. The trial subjects consisted of material experts, game experts, and Physical Education teachers at Imanuel Medan and Methodist 1 Medan elementary schools. The first stage of this model is the needs research stage, followed by the design stage and the third stage is development and implementation. In this stage all stages involve an evaluation and revision process. Material expert judgment is 89%, for game experts by 90.8% and the results of the sports teacher assessment at stage I was 73.8% and at stage II was 86%. Results The results of product appraisal have increased with a difference of significance of 12.2%. This shows that the product developed on locomotor motion through game development based on DAP (Developmentally Appropriate Practice) is appropriate for use in the implementation of learning.
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Aldwinckle, Maree. "The DAP Debate: Are we Throwing the Baby out with the Bath Water?" Australasian Journal of Early Childhood 26, no. 2 (June 2001): 36–39. http://dx.doi.org/10.1177/183693910102600208.

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Responses to the standardised guidelines for developmentally appropriate practice (DAP), as developed by Bredekamp in America, have sparked a debate about the usefulness of DAP as an approach to early childhood education. Australian commentators have joined this debate and are beginning to question the application of DAP in the Australian context. This article attempts to put the DAP debate into perspective by comparing aspects of the American and the Australian perspectives. Understandings of child development as a key determinant of early childhood practice are examined. Problems with detailing and articulating the evolving knowledge base from which early childhood educational practice is drawn are acknowledged. Further, the usefulness of following American trends that may not be applicable to the Australian scene is questioned.
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Dissertations / Theses on the topic "Developmentally appropriate practice (DAP)"

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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 children in two privately owned NAEYC accredited centers in 1998 (N=131). Results from parent reports indicated a high level of parent knowledge regarding DAP.
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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; Goelman et al., 2006; Japel, Tremblay, & Cote, 2005). The present study set out to explore elements that may influence the quality of child care classrooms in the province of Quebec. Early childhood educators’ knowledge and developmentally appropriate practice (DAP) were examined to determine the relationship between these elements. Early childhood educators’ knowledge of developmental milestones (KDM) and knowledge of appropriate play materials (KPM) were found to be weak but educators reported strong developmentally appropriate beliefs (BDAP) and practices (PDAP). Results demonstrated positive correlations between early childhood educators’ declarative knowledge of developmental milestones (KDM), knowledge of appropriate play materials (KPM) and their beliefs and practices of developmentally appropriate practice (BDAP and PDAP). Educators’ levels of declarative KDM were positively correlated with their level of declarative KPM. In addition, educators’ BDAP was positively correlated with their level of declarative KPM, but their reported DAP was not linked to their level of KDM. Implications for the field of ECEC as well as early childhood education programs in CEGEPs and Universities in Quebec and across Canada are discussed in light of the study’s findings and limitations.
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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 context of educational reform, the relationship between teachers’ beliefs and their practice, and whether the type of school (public versus private) moderates the belief-practice relationship. Applying a correlational research design, this study measured kindergarten teachers’ beliefs and practices by the instrument of Teacher Beliefs and Practices Survey (three to five-year-olds) (Chinese version, by Wang, Elicker, McMullen, & Mao, 2008). Respondents from both public ( n = 111) and private ( n = 71) kindergartens in Shanghai completed this survey. Findings suggested that teachers endorsed both appropriate and inappropriate beliefs and engaged in both appropriate and inappropriate practices (as defined by DAP principles), but with significantly higher levels of endorsement in appropriate (as compared to inappropriate) beliefs and engagement in appropriate (as compared to inappropriate) practices. Teachers’ beliefs and practices were reported to be moderately positively correlated, implying that their practices tend to reflect their beliefs. School type was not found to moderate the belief-practice relationship; however, public and private school teachers, on average, differed in their levels of endorsing appropriate and inappropriate beliefs, and the levels at which they engage in appropriate practices (but not inappropriate practices, with the Bonferroni adjustment applied to control the Type I error rate). Public kindergarten teachers were higher, on average, for all four subscales. Implications are discussed along with suggestions for further research.
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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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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 (posttest) were explored. Further analyses were conducted to find differences and associations between teacher and classroom demographics and changes from pretest to posttest. Teachers' developmentally appropriate beliefs were statistically significantly higher at the beginning of the school year (pretest) as compared to the end of the school year (posttest). Conversely, teachers' developmentally appropriate practices were statistically significantly higher at the end of the school year (posttest) when compared to the beginning of the school year (pretest). Even with the increase in teachers' developmentally appropriate practices at the end of the year, consistent with previous research, teacher's beliefs were found to be more developmentally appropriate than their reported practices. Study findings indicated that teachers reported a significantly higher percentage of children as having had a difficult transition at the beginning of the school year when compared to the end. At the beginning of the year, teachers rated 21.9% of children as having had a difficult transition, compared to 17.4% of children at the end of the school year. Some teachers reported 100% of the children in their class had a difficult transition at both the beginning and end of the school year. Overall, just under 60% of children were perceived as having some problems with kindergarten entry. Findings also indicated that teachers reported a significantly higher percentage of children were not ready for kindergarten entry at the beginning of the school year than at the end of the school year. Teachers perceived 27% of children were not ready for kindergarten at the beginning of the school year, with 22.4% of children rated as not ready at the end of the school year. Again, some teachers perceived 100% of their children as not being ready at both the beginning and end of the school year. Limitations, implications, and suggestions for future research were discussed.
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Huang, Fang Ting. "Preschool piano methods and developmentally appropriate practice." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4721.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on November 27, 2007) Vita. Includes bibliographical references.
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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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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 and is used as a guidepost for planning (Copple & Bredekamp, 2009).

Copple and Bredekamp (2009) state that "intentional teachers are purposeful and thoughtful about the actions they take, and they direct their teaching towards the goals the program is trying to help children reach" (p. 10).

This qualitative descriptive study explored preschool teachers' perceptions of DAP and their use of DAP in planning learning experiences. Semi-structured interviews and document analyses were utilized to examine potential gaps between preschool teachers' perceptions and more fully understand daily planning decisions related to DAP. Utilizing Rubin and Rubin's responsive interviewing model (2012), (N=7) degreed preschool teachers employed at NAEYC accredited group care facilities were interviewed. Findings revealed inconsistencies among teachers' descriptions of key learning experiences for preschool children, implementation of learning experiences, and planning practices, thus, indicating a disconnect between theory and DAP.

The findings of this study may benefit pre-service and in-service teacher training programs as well as administrators of childcare centers. It is useful in identifying ways in which preschool teachers' understandings of developmentally appropriate practice can be further supported and developmentally inappropriate perceptions can be challenged.

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Saifah, Yotsawee. "DEVELOPMENTALLY APPROPRIATE PRACTICE IN EARLY ELEMENTARY GRADE SCHOOLS IN BANGKOK, THAILAND." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/497.

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The purposes of this study were (a) to examine early elementary grade teachers' developmentally appropriate beliefs and their teaching practices in public schools in Bangkok, (b) to explore the functioning of developmentally appropriate practice in the two chosen early elementary schools, and (c) to determine the factors that influence the teachers' implementation of developmentally appropriate practice in the selected early elementary schools. This study was a mixed-methods investigation, integrating two main phases: Phase One (survey method) and Phase Two (case studies). In the first phase, 335 early elementary grade teachers from 35 public schools in Bangkok were examined for their developmentally appropriate beliefs and teaching practices. Three surveys modified from Buchanan, Burts, Bidner, White, and Charlesworth (1998)--Teacher Demographic Questionnaire, Teacher Belief Scale (TBS), and Instructional Activity Scale (IAS)--were administered to the participating teachers. As the scores of the completed surveys were computed, two schools demonstrating the highest mean on Teacher Belief Scale (TBS) were chosen for the further case studies. In Phase Two, ten early elementary grade teachers from two selected schools were investigated. A case study design was employed to research the participating teachers' implementation of developmentally appropriate practice. Data sources included teacher interviews, classroom observations, and related document analyses. All collected data were coded and categorized in order to analyze the emergent themes and findings. Among the 335 teachers from 35 schools, the findings revealed that there was a significant difference of the teachers' developmentally appropriate beliefs; however, the results of data analyses showed that no significant difference of the teachers' developmentally appropriate teaching practices was found. The findings also suggested that there was a low positive correlation between the teachers' self-reported developmentally appropriate beliefs and teaching practices. The scores of the teachers' developmentally appropriate beliefs and teaching practices are varied across the classroom characteristics (i.e., grade levels taught, class size, and number of children with special needs) and the teacher characteristics (i.e., educational levels, majors/areas of expertise, years of graduation, and years of teaching experience). In the case studies, the observed teaching practices of the teachers from the two selected schools were not consistent with their reported developmentally appropriate beliefs and teaching practices. The teachers reported their partial application of developmentally appropriate practice. The factors that both supported and delayed the implementation included: the class-size of the classroom (number of students), parental involvement, and administrative systems. Also, the supporting factors were teachers' professional attitudes and the fact that teachers taught in self-contained classrooms, whereas the teachers' workload, the children's lack of readiness, and the limited school physical environment were noted as delaying factors. Recommendations for further research and practices are detailed.
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Olsen, Kaelin. "Practicum Students' Beliefs About Developmentally Appropriate Practice for Infants and Toddlers." DigitalCommons@USU, 2004. https://digitalcommons.usu.edu/etd/2570.

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This study examined practicum students ' beliefs and experiences abo ut developmentally appropriate practice (DAP) prior to a practicum experience and following it. Another goal was to examine differences between the practicum students' majors and their pre- and posttest DAP beliefs and experiences scores. Finally, this investigation sought to determine the differences between practicum students' DAP beliefs and experiences and the amount of time they spent in a practicum setting. A total of 95 students completing a practicum in the Adele and Dale Young Child Development Laboratory in the infant (Group I) or the 2-year-old classroom (Group 2) participated in the study. The students completed the Teacher Beliefs and Praclices Survey: Infan/s and Toddlers, as well as the Teacher Beliefs and Praclices Survey: Jnfanls if they were in Group I, or the Teacher Beliefs and Praclices Survey: Toddlers, if they worked with Group 2. The questionnaire consisted of two sections. The items on the first part were designed to assess the practicum students' beliefs about DAP. The second part of the questionnaire measured practicum students' experiences and activities in the infant or toddler classroom. Findings from the infants and toddlers measure indicate that the practicum students did show a statistically significant increase from pretest to posttest in their DAP beliefs, and a statistically significant decrease in DAP experiences. This might suggest that the students were able to understand the theories and philosophies of DAP; however, interpreting the guidelines of DAP into classroom practice in the short time associated with the practicum was a difficult task. Results also showed a statistically significant difference between practicum students of different majors and their DAP beliefs and experiences prior to the practicum experience as compared to after. Practicum students with majors in family, consumer, and human development with an emphasis in human development showed the greatest increases in their DAP beliefs over time. Students majoring the early childhood education and related majors showed a statistically significant increase in their DAP experiences between pre- and posttest. Finally, analyses to determine the relationship between practicum students' DAP beliefs and experiences and the amount of time they spent in a practicum setting showed that Group I (infants) had a statistically significant increase in DAP belief scores, even though they spent less time in the practicum setting. Group II (toddlers), who spent a longer time in the practicum selling, had a statistically significant increase in DAP experience scores. Implications of these findings for teacher educators and students are presented. Recommendations for future research are also included.
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Demircan, Hasibe Ozlen. "Developmentally Appropriate Practice And Parental Involvement In Preschools: Parent And Teacher Perspectives." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614503/index.pdf.

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The purpose of the study was to investigate the relationships among preschool teachers&rsquo
and preschoolers&rsquo
parents&rsquo
developmentally appropriate practice (DAP) and developmentally inappropriate practice (DIP) beliefs in relation to parental involvement attitudes and perceived parental involvement barriers. To reach to the purposes of the study, data were collected from 279 teachers and 589 parents via a demographic information questionnaire and two main data collection instruments. The demographic information questionnaire aimed to obtain information about the participant&rsquo
s gender, age and educational level. In order to collect information from teachers and parents regarding their beliefs about developmentally appropriate practice
Teachers&rsquo
Beliefs Scale (TBS) (Burts et al., 2000) and the parent adaptation of the scale, Parents&rsquo
Beliefs Scale (Yen, 2008) were used. To ascertain parents&rsquo
and teachers&rsquo
attitudes and the barriers on parental involvement, the School and Family Partnerships Questionnaire (Epstein &
Salinas, 1993) was used. The investigation of the relationship between the teachers&rsquo
and parents&rsquo
DAP and DIP beliefs in relation to their parent involvement attitudes (PIA), parent involvement barriers (PIB) revealed significant results. The findings of the study revealed that both the teachers&rsquo
and parents&rsquo
PIA and PIB made significant contributions to their DAP and DIP beliefs. As found in the current study, the interaction between the teachers and parents should be increased to help children develop in the most appropriate way. In order to increase this relationship, a detailed focus on the parental involvement paradigm should be undertaken.
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Books on the topic "Developmentally appropriate practice (DAP)"

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Sue, Bredekamp, ed. Developmentally appropriate practice. Washington, D.C: National Association for the Education of Young Children, 1986.

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National Association for the Education of Young Children, ed. Developmentally appropriate practice: In early childhood programs. Washington, D.C: National Association for the Education of Young Children, 1997.

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Developmentally appropriate practice: Focus on infants and toddlers. Washington, D.C: National Association for the Education of Young Children, 2013.

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Gestwicki, Carol. Developmentally appropriate practice: Curriculum and development in early education. Albany [N.Y.]: Delmar Publishers, 1995.

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Developmentally appropriate practice: Curriculum and development in early education. 3rd ed. Albany, N.Y: Thomson Delmar Learning, 2006.

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C, Plantz Margaret, and Project Home Safe, eds. Developmentally appropriate practice in school-age child care programs. 2nd ed. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1993.

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Developmentally appropriate practice: Curriculum and development in early education. 4th ed. Belmont, CA: Wadsworth Cengage Learning, 2011.

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Gestwicki, Carol. Developmentally appropriate practice: Curriculum and development in early education. 2nd ed. Albany, N.Y: Delmar Publishers, 1999.

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C, Plantz Margaret, ed. Developmentally appropriate practice in school-age child care programs. Alexandria, VA: Project Home Safe, American Home Economics Association, 1991.

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Early childhood curriculum: Incorporating multiple intelligences, developmentally appropriate practice, and play. Boston: Pearson A and B, 2003.

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Book chapters on the topic "Developmentally appropriate practice (DAP)"

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Stabel, Aaron, Kimberly Kroeger-Geoppinger, Jennifer McCullagh, Deborah Weiss, Jennifer McCullagh, Naomi Schneider, Diana B. Newman, et al. "Developmentally Appropriate Practice (DAP)." In Encyclopedia of Autism Spectrum Disorders, 905–6. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_616.

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Schwartz, Ilene Sharon, and Bonnie McBride. "Developmentally Appropriate Practice (DAP)." In Encyclopedia of Autism Spectrum Disorders, 1–2. New York, NY: Springer New York, 2018. http://dx.doi.org/10.1007/978-1-4614-6435-8_616-3.

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Schwartz, Ilene Sharon, and Bonnie McBride. "Developmentally Appropriate Practice (DAP)." In Encyclopedia of Autism Spectrum Disorders, 1383–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_616.

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Duhn, Iris, and Louise Hennessy. "Developmentalism, Developmentally Appropriate Practice (DAP) and Beyond in Early Childhood Education." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_95-1.

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Stabel, Aaron, Kimberly Kroeger-Geoppinger, Jennifer McCullagh, Deborah Weiss, Jennifer McCullagh, Naomi Schneider, Diana B. Newman, et al. "Developmentally Appropriate Practice." In Encyclopedia of Autism Spectrum Disorders, 905. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_100450.

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McGee, Christy D. "Developmentally Appropriate Practice and Gifted Students." In Success Startegies for Parenting Gifted Kids, 71–76. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238287-12.

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Sanders, Kay, and Flora Farago. "Developmentally Appropriate Practice in the Twenty-First Century." In International Handbook of Early Childhood Education, 1379–400. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-024-0927-7_71.

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Melton, Ryan, and Elinor Taylor. "Feedback-informed treatment for adolescents and young adults with early-onset psychotic disorders: Developmentally appropriate mental health services and the need for relevant outcome measures." In Feedback-informed treatment in clinical practice: Reaching for excellence., 283–98. Washington: American Psychological Association, 2017. http://dx.doi.org/10.1037/0000039-015.

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Paciga, Kathleen A., Angela Fowler, and Mary Quest. "Constructing Preservice Teachers' Knowledge of Technology Integration." In Advanced Methodologies and Technologies in Modern Education Delivery, 879–92. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7365-4.ch068.

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Abstract:
Technology can be an amazing tool for teachers and teaching, but only when used in developmentally appropriate ways. With nearly 300 new applications being created every day, it seems like teachers are staring into a technology-filled abyss that grows deeper and wider each minute. Teacher education programs can help preservice teachers be better prepared to consume, create, and collaborate in developmentally appropriate ways with children by 1) unpacking what developmentally appropriate practice looks, feels, and sounds like; 2) exploring ways experts like writers or musicians authentically utilize technologies in their areas of expertise; 3) providing hands-on experiences with a range of technologies across content areas to build up preservice teachers' levels of comfort just in the technology realm; and 4) requiring preservice teachers to utilize technology in developmentally appropriate ways as they work with children. This chapter provides a theoretical foundation and exemplars-in-practice for each of the aforementioned topics.
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"Developmentally Appropriate Practice." In Encyclopedia of Autism Spectrum Disorders, 1383. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_300509.

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