A comparison of frequencies of stress behaviors observed in kindergarten children in classrooms with developmentally appropriate versus developmentally inappropriate instructional practices

Burts, Diane C.; Hart, Craig H.; Charlesworth, Rosalind; Kirk, Lisa

doi:10.1016/0885-2006(90)90030-5

Cited by 107 publications

(39 citation statements)

References 24 publications

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“…Burts et al, 1990Burts et al, , 1992Burts et al, , 1993Charlesworth et al, 1991Charlesworth et al, , 1993Doliopoulou, 1996;Hoot et al, 1996;Jones & Gullo, 1999;Vartuli, 1999). The major problem with data from such instruments is that they have been shown to greatly limit personal (subjective) input from teachers and parents (Lubeck, 1998).…”

Section: Methodological Problems With Traditional Dap Researchmentioning

confidence: 99%

Parent/teacher views of developmentally appropriate practices: A Hungarian perspective

Szente

Hoot

2002

IJEC

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The purpose ofthe study was to explore the beliefs ofHungarian teachers and parents of children in preschool and Grade 1 as they relate to the construct ofdevelopmentally appropriate practices (DAP) identified by the National Association for the Education ofYoung Children (NAEYC,1987(NAEYC, ,1997. In order to overcome methodological problems inherent in many previous DAP studies, Q-methodology and interviews were utilized to collect, analyze and interpret the data. Fourteen teachers and 14 parents were included in the Q-methodology (7 teachers and 7 parents in each grade level). Follow-up interviews were conducted with 6 participants. Results ofthe study suggest three major viewpoints regarding DAP beliefs ofthe Hungarian participants. These included: (1) focusing on children's individual development and learning, (2) focusing on teaching children according to the traditional teaching methods, and (3) focusing on respecting diversity in schools, in children, and in families. Recommendations for further research included: (1) teacher observations in addition to interviews, (2) exploring administrators'vviews ofDAP along with that ofteachers and parents, and (3) extending the study into higher grade levels. ResumenEl proposito de este estudio fue explorar las creencias de maestras y padres Hungaros de niiios en pre-escolar y Grado I que se relacionan con el constructo de Practicas Apropiadas para el Desarrollo (DAP) identificadas por la Asociacion Nacional para la Educcion de los Niiios Pequeiios (NAEYC, 1987(NAEYC, , 1997. Afin de resolver los problemas metodologicos inherentes a muchos estudios previos del DAP, se utilizaron la metodologia-Q y entrevistas para recolectar, analizar e interpretar los datos. Se incluyeron catorce maestras y 14 padres en la metodolgia-Q (7 maestras y 7 padres de cada grado). Se condujeron entrevistas de seguimiento con 6 participantes. Los resultados del estudio sugieren tres principales puntos de vista con respecto a las creencias DAP de los participantes Hungaros. Estos incluyen los siguientes: (1) enfoque en el desarrollo individual y aprendizaje del niho, (2) enfoque en enseiiar a los niiios de acuerdo a los metodos de enseiianza tradicionales, y (3) enfoque en respetar la diversidad en las escuelas, los niiios y susfamilias. Las recomendaciones parafuturos estudios incluyeron: (1) observaciones a las maestras ademas de las entrevistas, (2) explorar los puntos de vista de los adminsitradores acerca del DAP ademas de los de las maestras y padres, y (3) extender el estudio hacia grados superiores.INTERNATIONAL JOURNAL OF EARLY CHILDHOOD 34(1). ISSN 0020-7187 24 (NAEYC, 1987(NAEYC, , 1997). Afin d'eviter les problemes methodologiques presents dans de nombreuses etudes sur les DAP, la methode Qet les interviews ont ete utilisees pour recueillir, analyser et interpreter les donnees. Quatorze enseignants et quatorze parents ont participe ala methode Q (7 enseignants et 7parents achaque niveau d'enseignement). Des interviews de suivi ont ete conduites avec six participants. II ressor...

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Section: Methodological Problems With Traditional Dap Researchmentioning

confidence: 99%

Parent/teacher views of developmentally appropriate practices: A Hungarian perspective

Szente

Hoot

2002

IJEC

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“…Children in inappropriate programs exhibited higher levels of stress throughout the classroom day than did children in appropriate programs. Low socioeconomic-status (SES) children showed more stress than higher SES children, and boys exhibited more stress than girls did (Burts, Hart, Charlesworth, & Kirk, 1990;Burts et al, 1992;Love, Ryer, & Faddis, 1992). Marcon (1992Marcon ( , 1993Marcon ( , 1994 also found positive effects on children's social skills and work habits.…”

Section: Laura Croom Westside Community Schools Omaha Nebraskamentioning

confidence: 95%

Multidimensional Self-Concepts of Children and Teacher Beliefs About Developmentally Appropriate Practices

Smith

Croom²

2000

The Journal of Educational Research

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“…A reduced incidence of behavior problems has been reported when preschools use child-centred teaching (Burts et al, 1990), parents are educated on dealing with children's tendencies toward behavior problems (Barlow et al, 2000;Webster-Stratton, 1998), and children are given the opportunity to develop linguistic and mathematical skills (Case et al, 1999;Sylva, 1994;Willms, 1999). Studies on the ''effective school'' concept, which emphasizes clear goals, evaluations and feedback (Rutter et al, 1979), as well as studies on students' influence (Richter et al, 1980), have shown positive effects on school performance.…”

Section: Preschool Activity Variablesmentioning

confidence: 97%

“…Nevertheless, studies have been performed that might be used to help formulate tentative criteria for health-promoting preschools (Barlow & Stewart-Brown, 2000;Burdette, Whitaker, & Daniels, 2004;Burts, Hart, Charlesworth, & Kirk, 1990;Case, Griffin, & Kelly, 1999;Howes, 1997;Richter & Tjosvold, 1980;Rutter, Maughan, Mortimore, & Ouston, 1979;Sylva, 1994;Webster-Stratton, 1998;Willms, 1999). These criteria are likely able to provide a reasonable picture of preschool quality from a health perspective.…”

Section: Introductionmentioning

confidence: 97%

Municipal Intentions to Promote Preschool Children’s Capabilities and Health: A Descriptive Study of 25 Swedish Municipalities

Guldbrandsson

Bremberg

2005

Early Childhood Educ J

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Preschools are environments where children are given opportunities to develop emotional, social and intellectual capabilities, characteristics that by recent research have been revealed as health protecting. The objectives of this study were to examine the intentions of 25 Swedish municipalities to develop such capabilities through activities in preschool and to relate these intentions to municipal socio-economic conditions. Indicators on municipal intentions to promote preschool children's emotional, social and intellectual capabilities were rather frequently utilised by the 25 municipalities in this study. However, promotion of physical activity, parent support, and children's influence in preschool were not prioritised. The extent of intended preschool activities was not determined by municipal wealth, which might be due to a national system for equalizing municipal resources.

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A comparison of frequencies of stress behaviors observed in kindergarten children in classrooms with developmentally appropriate versus developmentally inappropriate instructional practices

Cited by 107 publications

References 24 publications

Parent/teacher views of developmentally appropriate practices: A Hungarian perspective

Parent/teacher views of developmentally appropriate practices: A Hungarian perspective

Multidimensional Self-Concepts of Children and Teacher Beliefs About Developmentally Appropriate Practices

Municipal Intentions to Promote Preschool Children’s Capabilities and Health: A Descriptive Study of 25 Swedish Municipalities

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