Observed activities and stress behaviors of children in developmentally appropriate and inappropriate kindergarten classrooms

Burts, Diane C.; Hart, Craig H.; Charlesworth, Rosalind; Fleege, Pamela O.; Mosley, Jean; Thomasson, Renee H.

doi:10.1016/0885-2006(92)90010-v

Cited by 97 publications

(39 citation statements)

References 20 publications

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“…Among the children who developed internalizing behaviours in the clinical range, 12 were boys and seven were girls. In kindergarten classrooms, Burts et al (1992) found that boys, in comparison with girls, expressed more stress-related behaviours (e.g. nail biting, hostility/fighting, tremors and tics) in classrooms with developmentally inappropriate activities than in appropriate ones, whereas this difference was not seen for girls.…”

Section: Negative Changementioning

confidence: 93%

Changes in externalizing and internalizing behaviours over a school-year: differences between 6-year-old boys and girls

Hammarberg

Hageküll

2006

Inf. Child Develop.

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The purpose of this study was to investigate changes in externalizing and internalizing problem behaviours in 6-yearolds with a focus on sex differences. Teachers rated problem behaviours at the beginning and at the end of the school year, 8 months apart, in 370 children (197 boys and 173 girls) attending 22 school preparatory classrooms. Although the majority of the children were quite stable, considerable negative and positive changes for both boys and girls in problem behaviours were found. The results showed that girls were more likely to change their externalizing behaviours in a positive direction than boys, whereas a tendency to the opposite pattern was found for internalizing behaviours. Boys were also found to be more prone to a negative change in problem behaviours of both types than girls were.

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Section: Negative Changementioning

confidence: 93%

Changes in externalizing and internalizing behaviours over a school-year: differences between 6-year-old boys and girls

Hammarberg

Hageküll

2006

Inf. Child Develop.

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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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“…Many research studies have documented the value of DAP for children . Bredekamp and Shepard (1989), Burts, Hart, Charlesworth, and Kirk (1990), Burts et al . (1992), and Marcon (1992) reported positive effects of DAP on young children's development, and provided empirical evidence supporting its effectiveness .…”

mentioning

confidence: 96%

Toward an Integrative “Educare” System: An Investigation of Teachers' Understanding and Uses of Developmentally Appropriate Practices for Young Children in Korea

Kim

Maslak

2005

Journal of Research in Childhood Education

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Observed activities and stress behaviors of children in developmentally appropriate and inappropriate kindergarten classrooms

Cited by 97 publications

References 20 publications

Changes in externalizing and internalizing behaviours over a school-year: differences between 6-year-old boys and girls

Changes in externalizing and internalizing behaviours over a school-year: differences between 6-year-old boys and girls

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

Toward an Integrative “Educare” System: An Investigation of Teachers' Understanding and Uses of Developmentally Appropriate Practices for Young Children in Korea

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