Developmentally Appropriate Practice in Kindergarten: Factors Shaping Teacher Beliefs and Practice

Parker, Audra; Neuharth‐Pritchett, Stacey

doi:10.1080/02568540609594579

Cited by 94 publications

(104 citation statements)

References 15 publications

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“…This finding parallels those of several prior studies regarding slippages between teachers' beliefs and practices (Erdiller & McMullen, 2003;Hegde & Cassidy;Jambunathan, 2005;Parker & Neuharth-Pritchett, 2006;Rentzou & Sakellariou, 2011).…”

Section: Discussionsupporting

confidence: 80%

Ebeveyn Olarak Okul Öncesi Öğretmenleri: Nitel Bir Çalışma

Sak¹,

Sak²,

Ayyürek³

et al. 2017

Turkish Online Journal of Qualitative Inquiry

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As shown by prior research, parents want to know if the parenting advice given to them by preschool teachers is actually followed by those teachers with their own children. This qualitative study of the views of 50 preschool teachers addresses this question directly. A semi-structured interview protocol developed by the researchers was used to collect data, which was then analyzed using the word-list technique. The preschool teachers in our study mostly expected parents to care for their children and to support their self-help skills. The participants also reported some differences between what they expected of their pupils' parents and their own parenting practices, with some further suggesting that these differences 1 Some parts of this study were presented at the 4th International Preschool Education Conference.

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Section: Discussionsupporting

confidence: 80%

Ebeveyn Olarak Okul Öncesi Öğretmenleri: Nitel Bir Çalışma

Sak¹,

Sak²,

Ayyürek³

et al. 2017

Turkish Online Journal of Qualitative Inquiry

View full text Add to dashboard Cite

show abstract

“…While prior research demonstrates that teachers do not always strictly align themselves with a singular logic (e.g., Pyle and Luce-Kapler 2014), pedagogical decisions are, in part, informed by a teacher's alignment with an academic and/or developmental logic (Stipek 2004). That is, a teacher's beliefs about educational purpose (i.e., the learning objectives for students) often inform their instructional practice, including if and how teachers integrate play-based pedagogies (Gordon 2005;Parker and Neuharth-Pritchett 2006).…”

Section: Literature Reviewmentioning

confidence: 97%

“…Considering the proliferation of academic standards in early years curricula, these educators must negotiate a balance between the learning of these academic skills and the use of developmentally appropriate play-based pedagogies (Martlew et al 2011;Pyle and Luce-Kapler 2014). Much of the extant research dichotomizes academic and developmental logics, and reports that this dichotomization results in curricular-instructional tensions in teacher practice (e.g., Goldstein 2007;Martlew et al 2011;Parker and Neuharth-Pritchett 2006;Stipek 2004). While prior research demonstrates that teachers do not always strictly align themselves with a singular logic (e.g., Pyle and Luce-Kapler 2014), pedagogical decisions are, in part, informed by a teacher's alignment with an academic and/or developmental logic (Stipek 2004).…”

Section: Literature Reviewmentioning

confidence: 97%

Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms

Pyle

Bigelow

2014

Early Childhood Educ J

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The benefits of play to children's development and academic learning are often discussed in the research. However, inconsistencies in definitions of play and differing perspectives concerning the purpose of play in educational settings make it challenging for teachers to determine how to productively integrate play-based pedagogies into their classrooms. This challenge is compounded by the inclusion of increasingly academic standards in kindergarten curricula resulting in the need to determine if and how teachers can integrate play-based pedagogies and mandated academic standards. The purpose of this study was to examine three teachers' approaches to integrating play-based learning in their kindergarten classrooms. Specifically, teachers' conceptions of the purpose of play and their role in structuring play-based learning were explicitly examined. This paper concludes with a discussion concerning the challenges teachers face in negotiating a balance between academic learning and the use of developmentally appropriate practices such as play, and the need for further research to determine if and how particular play-based approaches support the development of academic, social, and emotional skills.

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“…DAP was originally conceived as an aid for the NAEYC accreditation process (Aldwinckle, 2001). This curricular approach to early childhood education is based largely on cognitive learning theories in which young children gain autonomy by selecting and completing challenging but achievable tasks in their play (Parker & Neuharth-Pritchett, 2006). The theory is that children reach their full potential in all developmental areas through interaction with other children and adults in rich play environments involving spontaneous, guided and directed play activities (Van Hoorn et al, 2007).…”

Section: Developmentally Appropriate Practicementioning

confidence: 99%

Globalization or Hegemony? Childcare on the Brink: Hints from Three Geographically Distant Localities in North America

Manning

Thirumurthy

Field

2012

Contemporary Issues in Early Childhood

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In a previous publication the authors examined selected aspects of the structure and curriculum of fifteen childcare centers located in three geographically distant locations in North America and determined that contrasts within and between the regions in terms of structure and curriculum guided by the National Association for the Education of Young Children's approach indicated that a culture inherent to childcare centers exists. Methods included participant observation and archival research. Journal data were analyzed for emergent themes utilizing modified grounded theory. Content analysis was used on government regulations, environmental and learning materials lists, and curriculum forms. In this article the authors re-examine the data to find that NAEYC's positional power, as a childcare organization, appears to be influencing the nature of childcare in North America, with some negative consequences.

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Developmentally Appropriate Practice in Kindergarten: Factors Shaping Teacher Beliefs and Practice

Cited by 94 publications

References 15 publications

Ebeveyn Olarak Okul Öncesi Öğretmenleri: Nitel Bir Çalışma

Ebeveyn Olarak Okul Öncesi Öğretmenleri: Nitel Bir Çalışma

Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms

Globalization or Hegemony? Childcare on the Brink: Hints from Three Geographically Distant Localities in North America

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