To see the other types of publications on this topic, follow the link: Developmentally appropriate practice (DAP).
Dissertations / Theses on the topic 'Developmentally appropriate practice (DAP)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 44 dissertations / theses for your research on the topic 'Developmentally appropriate practice (DAP).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
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/.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full text
5
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.
Full textAbstract:
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.
6
Huang, Fang Ting. "Preschool piano methods and developmentally appropriate practice." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4721.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
Saifah, Yotsawee. "DEVELOPMENTALLY APPROPRIATE PRACTICE IN EARLY ELEMENTARY GRADE SCHOOLS IN BANGKOK, THAILAND." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/497.
Full textAbstract:
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.
9
Olsen, Kaelin. "Practicum Students' Beliefs About Developmentally Appropriate Practice for Infants and Toddlers." DigitalCommons@USU, 2004. https://digitalcommons.usu.edu/etd/2570.
Full textAbstract:
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.
10
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.
Full textAbstract:
The purpose of the study was to investigate the relationships among preschool teachers&rsquoand 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.
11
Pepper, Stephanie Puckett. "Teacher perceptions of developmentally appropriate practice in kindergarten classrooms in north Mississippi /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=5&did=1404348671&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1219352297&clientId=22256.
Full text
12
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.
Full text
13
Chang, Chih-Ying. "Children's Stress Behaviors and Developmentally Appropriate Practice in Family Child Care Homes." DigitalCommons@USU, 2000. https://digitalcommons.usu.edu/etd/2678.
Full textAbstract:
This study investigated and qualitatively compared differences in children's stress reactions across two levels of developmentally appropriate practice in family child care homes. Data were collected through observations.
Six children, five boys and one girl from six different family child care homes, between the ages of 36 and 60 months, were observed for the type and frequency of stress behaviors. The six family child care homes were divided into two groups based on more or less use of appropriate practices, and they were observed for the use of appropriate practices. Three one-hour observations were held in each family child care home. The Classroom Child Stress Behavior Instrument was used to identify stress behaviors in children. The Rating Scale for Measuring the Degree of Developmentally Appropriate Practice in Early Childhood Classrooms and the Guidelines of Developmentally Appropriate Practice were used to identify developmentally appropriate/inappropriate practices.
Results indicated that children in the homes where developmentally appropriate practices were used tended to display fewer stress behaviors than the children in the homes that used developmentally appropriate practices less frequently. Children in the homes that used developmentally appropriate practices frequently exhibited primarily passive stress behaviors or active self-to-self stress behaviors. Children in homes that used inappropriate practices displayed more active stress behaviors toward other children or objects. The child care providers from the homes that used more appropriate practices spent time with children, motivated children involved in play, and applied teaching strategies. In developmentally inappropriate homes, the environment there tended to be a less positive climate and children were less motivated.
14
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/.
Full textAbstract:
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 parents' beliefs about DAP when their children attend different types of schools (public and private); and (e) identify salient factors related to the variability of developmentally appropriate beliefs of Taiwanese parents. Three hundred seventy-nine matched Taiwanese parent pairs (mothers and fathers) participated in this survey research study. All parents had at least one child between the ages of 3 and 6 years. Four hundred forty-eight children attended public schools, and 415 attended private schools. The Teacher Beliefs Questionnaire was modified and used to collect data in this study. Findings showed: (a) fathers' and mothers' beliefs about DAP are significantly correlated; (b) fathers' and mothers' socioeconomic statuses are significantly correlated with their developmentally inappropriate practice beliefs; and (c) parents' socioeconomic status was a significant predictor of their DAP belief scores and family, culture, and inclusion belief scores. Future studies are needed to determine the effectiveness and appropriateness of the Teacher Beliefs Questionnaire with Taiwanese parents. Including parent's age, child's gender, child's birth order, residential region, and number of children as variables in future research studies may explain variations in parents' DAP beliefs. Employing qualitative methods, such as classroom observations, case studies, and interviews may be used to verify these findings. The Taiwanese Ministries of Education and Interior may find this study's results useful in creating policies and best practices related to the education of young children. Teachers may use these results to guide their work with parents.
15
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.
Full textAbstract:
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 approach to address the overarching question: How do K-2 teachers come to their conceptualizations regarding developmentally appropriate practices and strong classroom assessment practices? Thirty-five teachers were interviewed in reaching theoretical saturation. Through the constant comparative process of data generation, data analysis, and extensive memoing, the researcher generated a theory with I, They, and We phases to explain the influences on teachers. The study also revealed how teachers conceptualize assessment and the ways teachers’ knowledge, beliefs, and practices interact with each other in regard to classroom assessment and developmentally appropriate practice. The influences of school district administration, teaching colleagues, and experience through time were some of the most considerable influences. Among its implications, the theory suggests a need for more dissemination of knowledge of best practices in early elementary education. The theory also provides a framework for future research to improve assessment decisions and inferences in early elementary classrooms.
16
Haws, Trisha. "Student Teachers' Beliefs and Practices About Developmentally Appropriate Practice for Infants and Toddlers." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/15.
Full textAbstract:
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 beliefs and practices were also of interest. A total of 390 college students participated in this study. These students were enrolled in an undergraduate Infancy and Early Childhood course and some were also enrolled in an Infant Toddler Lab. The students completed a questionnaire at the beginning of the semester and again at the end, which was designed to measure teachers’ developmentally appropriate beliefs and practices in an early childhood classroom. The results showed that there were no statistically significant relationships between college major, marital status, or number of children and pretest beliefs scores. Individual means on practices scores also showed very little difference. The results demonstrated that beliefs about developmentally appropriate practice increased for all of the participants from the beginning of the semester to the end, with those in the class and lab increasing slightly more. On the practices items some of the developmentally appropriate scores went up and some went down. These findings have implications for infant toddler teacher training. When participants were compared based on group membership, whether they were in the class alone or took the lab concurrently, results showed that while not statistically significant, belief scores were higher for those who were in the class and lab combined. Many specific practices items were statistically significantly different between groups, especially at posttest, where those in the class and lab had higher scores of developmentally appropriate practice. However, some results indicate that idealized postulations of developmentally appropriate practice may not be realistic in actual classrooms. Suggestions of how these findings can be used in the training of early childhood teachers are presented. (103 pages)
17
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.
Full textAbstract:
Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.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).
18
Ragle, Brenda Kay. "Beliefs about developmentally appropriate practice of adult learners enrolled in child development associate courses." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1369919.
Full textAbstract:
The purpose of this study was to determine if CDA preparation courses affected beliefs about developmentally appropriate practice. Pre and post online TBS surveys were completed by 299 CDA candidates from campuses across the state enrolled in the three courses, each with the same syllabus and objectives. Analysis of the demographic information gathered with the pre-survey did not reveal a significant relationship between beliefs about developmentally appropriate practice and educational level of candidate or educational level of candidate's parents. No significant relationship was found between age, experience working with children, minority status, work environment, or computer usage, and beliefs about DAP. The study revealed a positive increase in beliefs about DAP after taking one course and while the increase was small analysis of factors within the survey did find a significant increase in beliefs about developmentally appropriate practices associated with teacher control and child centered literacy. The study found no significant difference in change of beliefs between face-to-face courses and Internet courses though the N was small making the finding inconclusive. The study did suggest a significant difference in positive change of beliefs about DAP for students enrolled in hybrid courses from students enrolled in face-to-face courses.Department of Elementary Education
19
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.
Full textAbstract:
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-case study was based on the contributions from the field of developmental psychology and neuroscience. Data collection included semi-structured one-on-one interviews, a focus group, and documentation which included photographs of participants’ classrooms, sample lesson plans, and children’s work samples from 16 child care workers in Northern New Jersey. Transcribed interviews were imported to NVivo 12 Pro. NVivo 12 Pro was used to manage and organize transcribed data and assign codes, which led to emerging themes. Three themes emerged: (a) preparing children so they would not be behind in kindergarten or for the next teacher; (b) curriculum and the age level approach; and (c) qualifications, knowledge, and training. Recommendations may lead to better monitoring of child care center programs to ensure that program activities are appropriate according to age and developmental level of the children. Recommendations may also lead to training models for child care center directors and child care workers.
20
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.
Full textAbstract:
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 vignettes describing situations typical to teacher-child interactions in preschool classrooms. They were asked to determine if each vignette described appropriate or inappropriate practice.
A 3(level of education) x 3(length of employment) factorial analysis of variance revealed a significant level of education effect on developmentally appropriate practice scores F(2,2)=3.23, p < .05. Post-hoc comparisons indicated that those teachers with formal degrees in the area of child development (M=8.68) scored significantly higher than those with other types of training (M=7.62). There was no significant length of employment effect on developmentally appropriate practice scores.
A 4(number of content areas covered) x 3(length of employment) factorial analysis of variance yielded a significant effect for number of content areas covered F(3,2)=6.18, p< .001. Post-hoc comparisons indicated that participants who had covered 10 or more content areas (M=8.91) scored significantly higher than those who had covered fewer than 10 content areas (M=7.10, 7.42. 7.75).
A 4(number of content areas covered) x 3(supervised practical experience) factorial analysis of variance yielded a significant effect for number of content areas covered F(3,2)=8.921 p < .01. and an effect for supervised practical experience F(3,2)=3.153, E < .05. Tukey Multiple Comparisons Test indicated that of those participants who had both student teaching and fieldwork experience, those who had covered 10 or more content areas in child development scored significantly higher (M=9.00) than those who had covered fewer than 10 content areas. Of those participants who had covered 10 or mere content areas. those with both student teaching and fieldwork experience scored significantly higher on the assessment of developmentally appropriate practice (M=9.00) than did those who had no student teaching or fieldwork experience (M=7.00). Implications for teacher training are discussed in the thesis.Master of Science
21
Liu, Huei-Chun. "Developmentally Appropriate Beliefs and Practices of Public and Private Kindergarten Teachers in the United States and Taiwan." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5148/.
Full textAbstract:
The purposes of the present study are to: (a) describe the beliefs and practices of the US and Taiwan (TW) public and private kindergarten teachers regarding developmentally appropriate practice (DAP), (b) examine the group differences between the four groups of teachers, and (c) identify the salient factors related to the variability of developmentally appropriate beliefs and practice in these teachers. Three hundred and fifty-seven kindergarten teachers participated in the study. The group sizes were 123, 123, 57, and 54 for Taiwan private, Taiwan public, US private, and US public kindergarten teachers, respectively. A survey was used to collect data. Findings from this study showed: (a) Both the US and Taiwan kindergarten teachers highly endorsed beliefs about DAP; (b) US and Taiwan kindergarten teachers also held strong beliefs about developmentally inappropriate practices (DIP); (c) DAP activities occurred regularly in the classrooms; (d) developmentally inappropriate practice (DIP) activities also took place a lot although they were lower than the DAP activities; (e) the Taiwan teachers had higher beliefs about DAP and lower beliefs about DIP than the US teachers; (f) the US teachers reported both higher DAP and DIP activities than the Taiwan teachers; (g) there were no differences between public and private kindergarten teachers; (h) hierarchical regression analyses using teacher's personal demographic variables as the first block and numbers of boys and girls as the second block were generally not effective; (i) there were different sets of best predictors from the backward regression for different dimensions of developmentally appropriate beliefs and practices; and (j) beliefs about DAP and DIP were usually more powerful than the demographic and classroom variables in predicting the DAP and DIP activities. Future studies are needed to refine the Teacher Belief Scale and Instructional Activity Scale instruments and include classroom observations to verify and expand the findings. Future teacher training on DAP should promote beliefs about DAP and reduce beliefs about DIP. Enhancing teachers' skills to implement the DAP activities and decrease the DIP activities is suggested.
22
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.
Full textAbstract:
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 revealed that the global quality of the early childhood learning environment was between minimum and good. Areas that were in need of improvement included materials, time for free play, and provisions for children with disabilities. In addition, 276 teachers from 12 inclusion pilot kindergartens in Beijing completed 3 surveys. Teachers' responses to the developmentally appropriate practices survey revealed a gap between teachers' self-reported developmentally appropriate beliefs and activities. Further, MANOVA results indicated that both class size and years of teaching experience contributed to the differences between teachers. In surveying teachers' inclusion perceptions, MANOVA results suggested that only class size contributed to the differences between teachers. A discriminant function analysis was performed as a follow-up procedure to determine which of the independent variables contributed most to group differences. Moreover, the researcher found that no variables made a difference to teachers' perceived training needs for inclusion. Implications of current study findings for teacher preparation, future research, and policy formation will be discussed.Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD
23
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.
Full textAbstract:
Thesis (M.A.)--East Tennessee State University, 2004.Title from electronic submission form. ETSU ETD database URN: etd-0319104-232342. Includes bibliographical references. Also available via Internet at the UMI web site.
24
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.
Full textAbstract:
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 posttransformation, observation field notes, and photographs of the current environment. In addition, archival photographs of the pretransformation environment were used in analysis of data. Data were gathered and systematically analyzed and then compared to recommended best teaching practices for early childhood. Based on findings, one can conclude that a classroom environment based on principles of the 21st Century Model for Teaching and Learning and Educational Change (Evanshen, 2010) enhances teacher attitude in relation to role of the environment in the teaching and learning process.
25
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/.
Full textAbstract:
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 examined to determine their potential influence on the teachers' developmentally appropriate classroom practices, global rating of classroom quality, and child cognitive abilities. These relationships were examined at two time periods- at child age 36 months and child age 54 months. The results indicated that many of these relationships were significant. Interestingly, many of the significant findings were present only at child age 54 months.
26
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.
Full textAbstract:
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 regardless of their level of achievement. Findings in this study were mixed. Some significant differences were found in favor of single-age classrooms. However, the calculation of effect size showed no practical significance. Significance was also revealed in favor of males over females in both single-age and multi-age classrooms; although, effect size indicated only a small to moderate practical significance exists. This study provides an overview of the history of American educational structures. It might be helpful for the educational community in evaluating one dimension of the effectiveness of multi-age groupings. Teachers and administrators could benefit from the comparisons made in this study and as a result make better decisions regarding the delivery of instruction and the structuring of school classrooms.
27
Moore, Lindsay Collins. "Relationships between Primary Teacher Beliefs and Practice in the Primary Classrooms of a Small Urban School in East Tennessee." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1926.
Full textAbstract:
The purpose of the study was to determine if a relationship existed between primary teacher beliefs, traditional or developmentally appropriate; and primary teacher practice, traditional or constructivist. A multi-case study design was employed for this qualitative research study. Eight teachers completed the Primary Teacher Questionnaire (PTQ) to determine the study group. Based on their responses to the teacher beliefs questionnaire, 3 teachers were chosen to further participate in the study. Three main research questions were analyzed with individual and cross-case analysis. Triangulation of data included observations, Assessment of Practices in Early Elementary Classrooms (APEEC) scores determined from observation data, and individual teacher interviews. The 3 teachers' initial data from the questionnaire were also used. The teacher with traditional beliefs demonstrated traditional practices. The teacher with developmentally appropriate beliefs demonstrated constructivist practices. The teacher whose beliefs fell in the middle demonstrated practices that were more constructivist than traditional.
28
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.
Full text
29
Hallissey, Megan. "An Examination of Principals' Leadership and Its Impact on Early Elementary Grades." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1359.
Full textAbstract:
This exploratory, qualitative multiple-site case study examined principals’ expectations of teaching practices and children’s learning for early elementary grade levels (K, 1st, 2nd, and 3rd). Specifically, this study investigated principals’ understanding of developmentally appropriate practices regarding instructional methods, curriculum content, and assessment strategies. This study also examined how these constructs impact leadership decisions and offered contextual examples to exemplify their influence in real-life situations. Data collection included different school configurations (i.e., PreK-1st grade, PreK-3rd grade, K-5th grade, PreK-8th grade), and consisted of multiple data sources – school observations, teacher and principal interviews, questionnaires, teacher evaluations, a video clip, and artifacts. The twelve guidelines of Developmentally Appropriate Practices (DAP) and the Professional Standards of Educational Leaders (PSEL) provided a framework for thematic analysis. Results indicate principals have minimal training in early childhood pedagogy which may impact teacher evaluations and hiring practices. Results also suggest principals’ explicit leadership decisions conflict with DAP (utilization of external rewards, elimination of art, elimination of play, insufficient reporting measures, etc.). These leadership decisions may inhibit student growth, learning, and development including opportunities for self-regulation. Principals’ implicit leadership decisions may also be promoting inappropriate instructional practices (i.e., prescribed curriculum, teacher-directed whole group instruction, lengthy computerized testing, etc.), but data suggests external influences could be a factor as well. Policy implications and practice recommendations are included.
30
Moore, Ruth Jane Liebschutz. "Utah Kindergarten Teachers' Challenges and Concerns About Teaching Kindergarten." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/790.
Full textAbstract:
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 reasons: large class sizes, district and state mandates, and lack of resources, particularly time. Furthermore, 53% of educators conveyed concerns regarding children's school readiness and their transition to kindergarten. These teachers articulated transition activities they engaged in and communicated the influence of preschool, both positive and negative, on their incoming kindergarteners. Three other concerns and challenges were also delineated: limited teaching time; feelings that kindergarten curriculum is becoming too academic, particularly that curricular expectations have been raised and an emphasis placed on literacy; and issues surrounding parental involvement, both in and out of school.
Study findings also demonstrated that most teachers who communicated concerns about implementing developmentally appropriate beliefs had been teaching for more than 7 years. The majority of the educators who shared challenges regarding time had taught for 12 or more years, as was the case for those who spoke about concerns with parental involvement. Limitations, implications, and suggestions for future research are discussed.
31
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.
Full textAbstract:
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 eight accomplished pre-kindergarten special education teachers were interviewed using an informal, semi-structured format about their beliefs concerning play, how they implement it in their classrooms as well as their perspectives on barriers to play. The participants identify the supports needed to implement play as a developmentally appropriate practice in special education prekindergarten classrooms. The findings reveal that Early Childhood Special Educators' believe in play as a developmentally appropriate practice and state that play is foundational to their practice in prekindergarten classrooms for children with special needs. Implications for future research and practice are included.
32
Hamilton, Alex. "Children's museums, computer technology and developmentally appropriate practice /." 2005. http://library2.jfku.edu/Museum_Studies/Childrens_Museums.pdf.
Full text
33
HUI-HUI, CHU, and 朱惠慧. "Culturally and Developmentally Appropriate Practice for Bunun Kids." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/69dbzk.
Full text
34
Kim, Nakheung. "Early childhood educators' qualifications and beliefs about developmentally appropriate practice." 2004. http://purl.galileo.usg.edu/uga%5Fetd/kim%5Fnakheung%5F200412%5Fphd.
Full text
35
Pai, Chiao-Ju, and 白巧如. "A Study of A Kindergarten Teacher’s Efforts Toward Developmentally Appropriate Practice." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/12838977392800208572.
Full textAbstract:
碩士靜宜大學
青少年兒童福利研究所
92
Abstract The current research is a case study which aims at understanding a kindergarten teacher’s praxis process of Developmentally Appropriate Practice (DAP). The questions asked in this study include, how did kindergarten teacher acquire DAP, how did she interpret and transfer DAP into praxis, what potential problems might occur, and how did she solve the problems in the praxis of DAP. The study is conducted mainly by interviewing along with observation and data collection, and the data is analyzed with triangulation. The main findings are: (1) because DAP is well promoted within the kindergarten, the subject’s understanding about DAP is quite similar to the essence of DAP; (2) although the subject cannot make her acknowledge about DAP totally explicit, his practice process of DAP is similar to the essence of DAP; (3) teacher’s previous training and education, goals of the kindergartens, and teachers’ self-examination have significant effects on teachers’ practice of DAP; (4) it is teacher’s personal factor and working environment that cause the difficulty in teacher’s practice of DAP; (5) because of the professional arrangement for personnel and curriculum at the kindergarten, teacher is fully supported to accomplish the praxis of DAP. Future study may put emphasis on how kindergarten affects the praxis of DAP, and how DAP classroom affect kids in all aspects.
36
Huang, Yu-Pei, and 黃玉配. "Guidance for Developmentally Appropriate Practice in Preschool and the Professional Growth Among Preschool." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/67245599011600244688.
Full textAbstract:
碩士朝陽科技大學
幼兒保育系
104
This study was designed to investigate the kindergarten teacher involved in the Ministry of Education National Education Department plans to apply adaptive tutoring, the kindergarten teacher growth and change in the course of activities relating to this study with the following objectives: 1.Understand the course of counseling, Ministry of Education to participate in the kindergarten State Education Department to promote kindergarten suitability of counseling program. 2.Find out how to customize the kindergarten teacher through learning activities, development of young children the main course of study. 3.Find out after the kindergarten involved in counseling program, the kindergarten teacher in the professional autonomy to long change the situation. This study adopted case study method and backtracking way to record the entire theme counseling activity course of history. The whole process of documentation had 10 counseling experience reporting, teaching documentary, reviewing the record of the meeting, the results of the sharing of information and then record interviews, etc. accompanied by data triangulation check verification and analysis of nuclear induction, proposed conclusions are as follows: 1.The kindergarten teacher patterns from passive to active patterns, proactive planning and proactive planning activities relating to children's learning assessment. 2.A specific, systematic and complete self-design lesson plans, reading and writing from the traditional operator course, not restrict the printing of textbooks. 3.The kindergarten teacher understands the functional area of study, the area of learning, enhance learning area planning. 4.To record the reaction of children’s study during the Topic Activity Course, and find that children operate by their own hands can enhance their show of autonomy in the course. 5.The children through curriculum theme activities identify problems and problem-solving ability to learn, the courage to express them and show confidence. 6.The establishment of a learning organization, the use of peer strength, enhances self-confidence the kindergarten teacher and professional attitude, the kindergarten teacher enhance professional growth. Finally, based on the above findings, the entire counseling process, the mentality of curriculum planning and classroom management and teaching staff professional growth of the security services, will experience bit by bit raised supply kindergarten, the kindergarten teacher, engaged in the field of early childhood education partners in the future Reference.
37
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.
Full textAbstract:
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 developmentally appropriate guidelines.text
38
LIAO, JU-MEI, and 廖如美. "Guidance for Developmentally Appropriate Practice in Preschool and the Professional growth Among Preschool Educators." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/45405535867341979385.
Full textAbstract:
碩士國立臺中教育大學
幼兒教育學系碩士在職專班
104
This case study mainly examined the curriculum reform of a public kindergarten, as well as analyzed the professional development of the preschool educators of the kindergarten, which had been engaged in the Guidance Program of Developmentally Appropriate Curriculum, mandated by the Ministry of Education in Taiwan. The retrospective data mainly included consulting reports, coauthored by the consultant professor and the preschool educators, supplemented with interview transcripts, counseling feedback, teaching journals, conference notes, and relevant documents. These date had been examined through methodological triangulation and analyzed in qualitative methods. Several factors contributed to the success of the curriculum reform, including effective consulting strategies, such as setting up a clear goal to guide preschool educators to achieve, and helping the educators arrive in the consensus for the reform. Speaking of the professional growth of preschool educator, there are two ways of progress, “self-growth” and “group interaction”. The preschool educators after going through a year preschool guidance program, have improved in their curriculum planning and designing, teaching ability and skills, classroom management, and professional spirit and attitude. The suggestion made by this research may become reference for preschool, preschool educator, administration of preschool guidance program, and for future researchers.
39
Liang, Su Ping, and 梁速萍. "A Study on the Developmentally Appropriate Practice and Teaching Beliefes of a Novice Preschool Teacher." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/6ryhh5.
Full text
40
Chu, Mei-yu, and 邱美鈺. "The Adjustment Process of Senior Teachers Applying Developmentally Appropriate Practice to Two-year-old Children’s Class." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/xx34yv.
Full textAbstract:
碩士國立臺東大學
幼兒教育學系碩士班
104
This study focused on the adjustment process and professional growth of senior teachers applying developmentally appropriate practice (DAP) to a two-year-old children’s class. Action research process was executed to survey a two-year-old children’s class taught by the author in a public kindergarten. Firstly, the author assessed the two-year-old children’s adjustment and development after they were enrolled in the kindergarten as well as appropriateness of the class settings arranged for the two-year-old children. Secondly, learning environment was adjusted based on Developmentally Appropriate Practice (DAP); children’s daily routines were adjusted based on the children’s individual needs and differences, followed by routine activities participated by the children under teachers’ instructions as well as learning area planning and multi-activity course planning, and an action research cycle. Lastly, the author assessed the changes of action research process and the two-year-old children’s learning achievements as well as the teachers’ professional growth. Findings are summarized as follows: 1. Two-year-old children started schooling for the first time. DAP requires a cordial and caring environment to help children learn how to adjust themselves to a new environment; ECERS-R was adopted to examine if there was any defect in the environment and to identify the tangible improvement measures so as to upgrade the quality of the two-year-old children’s learning environment. 2. Two-year-old children’s courses were integrated into their daily routine, which was the most important part of their learning; making good use of the environmental characteristics to satisfy children’s interest and curisosity; games were integrated into learning areas to facilitate two-year-old children’s learning; multi-activities required parents’ cooperation and participation so as to extend family life experience and to satisfy two-year-old children’s interest, which was the most important consideration when the courses were designed. 3. Teachers, the best partners of children in the game, erected scaffoldings for the children from time to time, always watched and assessed the children as they joined the children’s game, and modified the teaching progress in an attempt to satisfy all children’s individual needs and help them grow in accordance with the children’s rapid development. 4. Parents’ enhanced participation was essential for the children’s emotional stability and adjustment to learning; voluntary parents alleviated the pressure arising from inadequate manpower and served as an important manpower resource needed for multi-teaching. 5. When senior teachers taught the two-year-old children’s class, they faced the conflicts between new and old experiences arising from teaching children in different age groups. They kept thinking and modifying their teaching methods, and thus justified the importance of cooperative teaching for the two-year-old children’s class; time was the best catalyst for children’s learning; teachers had to spend more time for the children and slow the children’s learning pace so as to motivate the children and inspire children’s autonomous behaviors; it was essential that teachers executed the scaffolding strategy for the two-year-old children; therefore, it is essential for the teachers to practise scaffolding expansion skills.
41
"The Relationship Between the Use of Developmentally Appropriate Practice and the Inclusion of Product-Producing Art Activities in Infant Programs." East Tennessee State University, 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0319104-232342/.
Full text
42
Adjepong, Benjamin. "Developmentally appropriate strategies of teaching music in selected primary schools in Ashanti region of Ghana." Thesis, 2020. http://hdl.handle.net/10500/26917.
Full textAbstract:
Abstract is in English, Zulu and XhosaIn Ghanaian primary schools, music is a compulsory study area which is taught by generalist teachers. However, information is deficient on the strategies teachers use to implement the music curriculum. The aim of this study was to determine how teachers organise musical learning experiences in terms of developmentally appropriate practice (DAP) for lower primary school pupils. DAP is an educational concept which refers to teaching strategies that consider children’s age, abilities, interests and experiences, to help them achieve challenging and achievable goals. The study was underpinned by the concept of teaching within the context of constructivist theory. Qualitative Interpretative Phenomenological Analysis and ethnographic research methods were used to find answers to the research questions. Data were collected by means of observations, interviews and document analysis. Singing, movements and the playing of improvised instruments (although they constitute only a part of the planned music curriculum in the Creative Arts syllabus) dominate the music activities provided in the schools. In fact, unplanned music activities dominate planned music lessons due to teachers’ perceived lack of adequate training to teach music, the non-application of ICT in teaching, a lack of teaching and learning materials, unsuitable physical conditions for teaching, lack of motivation and support to teach, and lack of time to teach music because of the emphasis on meeting the targets of teaching and assessment in core subjects. Strategies the teachers adopt to overcome the challenges they encounter in teaching music include collaboration with their colleagues in planning, teaching and integrating music into most classroom activities and drawing on pupils’ expertise in teaching and learning. It is recommended that teachers be given in-service training, that specialist teachers be used, and that adequate teaching and learning materials be provided, as well as support for teachers to integrate ICT in teaching music. Limitations associated with the study make generalisation of the findings impossible. A larger sample from various primary schools within the Ashanti region of Ghana should be considered for further research. Functional integration of music in the other subject areas within the Ghanaian context should also be explored and further studies should be conducted about the application of developmentally appropriate practice in teaching music in the lower-primary classroom.
Ezikoleni zamabanga aphansi zaseGhana, umculo uyindawo eyimpoqo yokufunda efundiswa ngothisha abajwayelekile. Kodwa-ke, ulwazi alwanele ngamasu othisha abawasebenzisayo ukwenza izifundo zomculo. Inhloso yalolu cwaningo kwakuwukuthola ukuthi othisha bahlela kanjani amava okufunda omculo ngokwendlela efanelekile yokuthuthuka (NET) yabafundi bezikole zamabanga aphansi. NET ingumqondo wezemfundo obhekisa kumasu okufundisa abheka iminyaka yezingane, amakhono, izintshisekelo kanye nezipiliyoni ezithile, ukuzisiza ukuthi zifeze izinhloso eziyinselele futhi ezingafinyeleleka.Ucwaningo lwalusekelwa ngumqondo wokufundisa ngokwengqikithi yethiyori yokwakha. Ukuhlaziywa Okufanelekile Kokuhunyushelwa Kokubukeka Kwabantu nezindlela zokucwaninga ngobuzwe zisetshenzisiwe ukuthola izimpendulo zemibuzo yocwaningo. Kuye kwaqoqwa imininingwane yolwazi ngokubheka okwenzekayo, izinhlolokhono kanye nokuhlaziywa kwemibhalo. Ukucula, ukunyakaza nokudlalwa kwezinsimbi ezithuthukisiwe (yize ziyingxenye nje kuphela zekharikhulamu yomculo ehleliwe kusilabhasi Yezobuciko Bokuzenzela) kulawula imisebenzi yomculo enikezwe ezikoleni. Empeleni, imisebenzi yomculo engahlelwanga ilawula izifundo zomculo ezihleliwe ngenxa yokungabi bikho kothisha abaqeqeshwe ngokwanele ukufundisa umculo, ukungasetshenziswa kwe- ICT/Ezobuchwepheshe ekufundiseni, ukuntuleka kwezinto zokufundisa nokufunda, izimo ezzibambekayo ezingafanelekile zokufundisa, ukungabi nogqozi nokusekelwa ekufundiseni, nokungabi nesikhathi sokufundisa umculo ngenxa yokugcizelelwa ekuhlangabezaneni nezinhloso zokufundisa nokuhlola ezifundweni ezibalulekile. Amasu othisha abawasebenzisayo ukunqoba izinselelo abahlangabezana nazo ekufundiseni umculo kufaka phakathi ukusebenzisana nozakwabo ekuhleleni, ukufundisa nokuhlanganisa umculo emisebenzini eminingi yasekilasini nokudweba ubuchwepheshe babafundi ekufundiseni nasekufundeni. Kunconywa ukuthi othisha banikezwe ukuqeqeshwa emsebenzini, ukuthi kusetshenziswe othisha abangochwepheshe, nokuthi kuhlinzekwe ngezinto ezanele zokufundisa nokufunda, kanye nokuxhaswa kothisha ukuze bahlanganise i-ICT/Ezobuchwepheshe ekufundiseni umculo. Ukulinganiselwa okuhambisana nesifundo kwenza ukuthi okwenziwa jikelele kokutholakale kungenzeki. Isampula elikhudlwana elivela ezikoleni ezahlukahlukene zamabanga aphansi esifundeni sase-Ashanti eGhana kufanele licatshangwe ukuqhubeka nocwaningo. Ukuhlanganiswa kokusebenza komculo kwezinye izindawo ezingaphansi komongo waseGhana nakho kufanele kuhlolwe futhi kufanele kuqhutshekwe nezifundo ezimayelana nokusetshenziswa kwenqubo efanelekile yentuthuko ekufundiseni umculo ekilasini lamabanga aphansi.
Kwizikolo zaseGhana zamabanga asezantsi, kusisinyanzelo ukufundisa umculo, kwaye oku kwenziwa ngabafundisi ntsapho okanye ootitshala abafundisa yonke into. Noxa kunjalo, akukho lwazi lwaneleyo ngamacebo asetyenziswa ziititshala ekufundiseni ikharityhulam yomculo. Injongo yesi sifundo kukuqwalasela ukuba iititshala zikulungiselela njani ukufundisa ngendlela yophuhliso olufanelekileyo (iDAP) kumabanga asezantsi. Le DAP nesisishunqulelo sesiNgesi sebinza elithi developmentally appropriate practice, yingcinga yezemfundo emalunga namacebo okufundisa athathela ingqalelo ubudala bomntwana, izinto akwaziyo ukuzenza, umdla namava akhe, ukuze ancedwe ekufezekiseni iinjongo ezicela umngeni nezinokufikeleleka. Esi sifundo sisekelwe yingcinga yokufundisa ephuma kwimeko yengcingane yokuzakhela ulwazi. Iimpendulo zophando zifunyenwe ngokusebenzisa iindlela zophando ngokuxoxa nokutolika iimeko ezahlukeneyo (Qualitative Interpretative Phenomenological Analysis) kunye nokuqwalasela inkcubeko. Iinkcukacha zolwazi okanye idatha, ziqokelelwe ngokujonga okuqhubekayo, udliwano ndlebe nokuphengulula imibhalo ekhoyo. Ukucula, ukushukuma nokudlala izixhobo zomculo ezingoozenzele (nangona ziyinxalenye yekharityhulam ecetywayo yobuGcisa Bokuzenzela) kudlala indima eyongameleyo kwimisebenzi yomculo eyenziwa ezikolweni. Xa sithetha inyaniso, into eyenzekayo ekufundiseni umculo yimisebenzi engacetywanga ezifundweni ngenxa yokuba ootitshala abaqeqeshekanga kakuhle ekufundiseni umculo, abusetyenziswa ubuchwepheshe ekufundiseni umculo, azikho izixhobo zokufundisa nokufunda umculo, iindawo ekufundiselwa kuzo azifanelekanga, inkxaso nenkuthazo yokufundisa umculo iyasilela kwaye lincinci ixesha lokufundisa umculo ngenxa yokuleqa ukufezekisa imiqathango yokufundisa nokuhlola kwizifundo ezingoondoqo. Ekulweni nemingeni yokufundisa umculo, ootitshala babhenela ekusebenzisaneni nabanye ekwenzeni amacebo okufundisa nokubandakanya umculo kwimisebenzi yeklasi nasekusebenziseni ulwazi lwabafundi. Kucetyiswa ukuba ootitshala bafumane uqeqesho lo gama besebenza, kusetyenziswe ootitshala abaziingcali zomculo kwaye kufumaneke izixhobo ezifanelekileyo zokufundisa nokufunda, kuxhaswe ootitshala ekusebenziseni ubuchwepheshe xa befundisa umculo. Ukunqaba kolwazi okungqonge esi sifundo kwenza kube nzima ukugqiba jikelele ngokufunyanisiweyo. Mhlawumbi kunokuthathwa isampulu yophando enkulu kwingingqi yaseAshanti eGhana ukuze kwandiswe olu phando. Okunye okunokwenziwa kukuhlanganisa umculo nezinye izifundo ngokwemeko yaseGhana, kwaye kufuneka kuqhutywe izifundo ezithe chatha malunga nokusebenzisa iindlela zokufundisa ezinophuhliso olufanelekileyo ekufundiseni umculo kwiklasi yamabanga asezantsi.
Art History, Visual Arts and Musicology
Ph D. (Music)
43
Alford, Beverly Lynn. "Systematic Classroom Observation of the Quality of Teacher Behaviors and Student Engagement in Ethnically Diverse Pre-Kindergarten Through Second-Grade Classrooms." Thesis, 2011. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9226.
Full textAbstract:
The purpose of the study was to observe pre-kindergarten through second-grade
public school classrooms, specifically noting child-centered and teacher-directed
pedagogical approaches, by simultaneously examining: student behavior and activity
structure, teacher instructional orientation and rationale, and overall classroom
environment. The quantitative study built upon the work of Pianta, examining classroom
instruction and its effect on student engagement and educational quality; however,
unlike previous studies, researchers in the current study observed the nature of activity
structure and various student demographic variables. Additionally, dissimilar to prior
classroom observation studies, which typically included an overwhelming percentage of
White students, Hispanic and African American students comprised a large percentage
of the sample. And because policy-makers have called for more research-based
information on classroom instruction in the early childhood setting, an additional contribution is the use of systematic observation and analysis of young learners’
experiences within their classrooms.
The multi-faceted approach to classroom observation yielded one critical result:
Little to no variation existed in the activities in which young children were engaged in
their classrooms, nor in the instructional practices utilized by their early childhood
teachers. Accordingly, the study revealed few differences in student behavior and
teacher practices by student sex, student ethnicity, grade-level, English language
proficiency, and/or economic status. Instruction in these classrooms was almost entirely
standardized; however, three statistically significant findings showed that: (a) students
taught by teachers rated as having a higher developmentally appropriate instructional
practices (DAIP) score were more likely to be on-task and less likely to be off-task; (b)
students taught by teachers with a higher DAIP score were significantly more likely to
be working kinesthetically, answering teacher-posed questions, and freely exploring; and
(c) students taught by teachers with a lower DAIP score were significantly more likely to
be distracted and/or not engaging in activity. Study findings were significant, as, despite
research showing the unfavorable effects that highly teacher-centered, scripted
classrooms have on young students’ engagement and subsequent learning outcomes,
students continue to be taught in the same way—one in which reaching a designated test
score appears to be the singular, ultimate objective.
44
Lin, Mu-En, and 林沐恩. "The Study of the Relationships of Teachers’ Background,the Belief of Developmentally Appropriate Practice, and the Influences on Curriculum Decision-Making Among Taichung City Nursery School or Kindergarten Teachers of Three-Year-Olds and Under." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/91264906781760846360.
Full textAbstract:
碩士靜宜大學
青少年兒童福利研究所
90
The purpose of this study was to explore the relationships between teachers’ belief of the Developmentally Appropriate Practice and teachers’ background variables, and how those affected curriculum decision-making among the teachers of three-year-olds and under. The research population were the teachers of three-year-olds and under at registered nursery schools or kindergartens in Taichung City. One hundred and eighty-two (182) effective questionnaires were used for data analysis. The statistical techniques included frequency distribution, percentage, Pearson product-moment correlation , t-test, and one-way analysis of variance. Most of the respondents had high scores in “ The Belief of Developmentally Appropriate Practice”. No statistically significant differences were found between Teachers’ background variables and the belief scores, except for the variable “read educational references for three-year-olds and under”. The scales of “The Influences on Curriculum Decision-Making Among Nursery School or Kindergarten Teachers”, contained 66 items and was divided into 5 subscales: factors pertaining to the teacher, the children, the classroom, the nursery school or kindergarten environment, and those outside factors which affect nursery school or kindergarten. The factors pertaining to the children were found to be the most important influence affecting curriculum decision-making for teachers. No statistically significant differences existed between teachers’ background variables and influences on curriculum decision-making.However, teachers who had attended Montessori 0-3 method workshops and teachers who read educational references for three-years-olds and under had significantly higher scores than those who did not do either. The belief of the Developmentally Appropriate Practice and the influences on curriculum decision-making had significant positive relationship. It might indicate that teachers with high scores on the belief of the Developmentally Appropriate Practice, tend to take the influences on curriculum decision-making more seriously.Besides the significant results, practical suggestions for future research had been also proposed.