Developmental Appropriateness of Kindergarten Programs and Academic Outcomes in First Grade

Burts, Diane C.; Hart, Craig H.; Charlesworth, Rosalind; DeWolf, D. Michele; Ray, Jeanette; Manuel, Karen; Fleege, Pamela O.

doi:10.1080/02568549309594852

Cited by 65 publications

(24 citation statements)

References 13 publications

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“…In general, this may be attributed to the fact that teachers believe that students benefit more from the DAP child-centered approach, more than DIP teacher-centered approach, and teachers viewed the child as primary source of the curriculum and recognized children's unique characteristics. This is in agreement with the findings of Burts et al (1993), Charlesworth (1998), Marcon (1992).…”

Section: Resultssupporting

confidence: 95%

Kindergarten Teachers’ Beliefs Toward Developmentally Appropriate Practice in Jordan

Abu-Jaber

Al-Shawareb

Gheith

2010

Early Childhood Educ J

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The objective of this study was to examine the beliefs of Jordanian kindergarten teachers toward developmentally appropriate practices (DAP). The sample consists of 285 (14.9%) randomly selected teachers working in public and private kindergartens. A questionnaire with two parts, (1) general information and (2) teachers' beliefs regarding DAP, was developed to answer the research questions. The items were distributed into the five dimensions of early childhood professional practice that were published by the National Association for the education of young children (NAEYC). The findings indicated that the overall mean score of kindergarten teachers' beliefs on the five dimensions was 4.08, indicating high beliefs toward (DAP). Teachers endorsed DAP on all dimensions except establishing reciprocal relationships with families. The findings also indicated that there are no significant differences between the means of teachers' beliefs toward teaching children according to teachers' level of education, years of experience, or teacher's age (except in the caring community of learners and the development and learning domains). In the light of the findings of this study, some recommendations are presented.

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Section: Resultssupporting

confidence: 95%

Kindergarten Teachers’ Beliefs Toward Developmentally Appropriate Practice in Jordan

Abu-Jaber

Al-Shawareb

Gheith

2010

Early Childhood Educ J

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“…Other researchers have documented similar gains in social and academic development of child-initiated learners over didactic learners (Burts, Hart, Charlesworth, & DeWolf, 1993;Lillard & Quest, 2006;Schweinhart & Weikart, 1997).…”

Section: What Is Play? Theoretical Conceptualizationsmentioning

confidence: 88%

Conceptual split? Parents' and experts' perceptions of play in the 21st century

Fisher

Hirsh‐Pasek

Golinkoff

et al. 2008

Journal of Applied Developmental Psychology

149

126

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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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Developmental Appropriateness of Kindergarten Programs and Academic Outcomes in First Grade

Cited by 65 publications

References 13 publications

Kindergarten Teachers’ Beliefs Toward Developmentally Appropriate Practice in Jordan

Kindergarten Teachers’ Beliefs Toward Developmentally Appropriate Practice in Jordan

Conceptual split? Parents' and experts' perceptions of play in the 21st century

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

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