Observed differences between early childhood programs in the U.S. and Korea: Reflections of “developmentally appropriate practices” in two cultural contexts

Clarke-Stewart, K. Alison; Lee, Young; Allhusen, Virginia D.; Kim, Myoung Soon; McDowell, David J.

doi:10.1016/j.appdev.2006.06.006

Cited by 34 publications

(29 citation statements)

References 35 publications

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“…Moreover, child care professionals' child-rearing ideas tend to be oriented toward Western middle-class ideas (Edwards et al, 1996). Few recent studies in the United States, Korea, and The Netherlands have shown cultural imprints in early child care programs (Clarke-Stewart, Lee, Allhusen, Kim, & McDowell, 2006) and that preschool teachers with migrant backgrounds adhere to specific values of their original culture (Huijbregts, Leseman, & Tavecchio, 2008;Huijbregts, Tavecchio, Leseman, & Hoffenaar, 2009). In Germany, the number of preschool teachers with a migrant background is low ("Profis für die Kita," 2011); therefore, it can be assumed that preschool teachers in German child care institutions predominantly endorse Western ideas of child-rearing.…”

Section: Please Scroll Down For Articlementioning

confidence: 98%

Similarity of Mothers’ and Preschool Teachers’ Evaluations of Socialization Goals in a Cross-Cultural Perspective

Döge

Keller

2014

Journal of Research in Childhood Education

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Section: Please Scroll Down For Articlementioning

confidence: 98%

Similarity of Mothers’ and Preschool Teachers’ Evaluations of Socialization Goals in a Cross-Cultural Perspective

Döge

Keller

2014

Journal of Research in Childhood Education

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“…A great deal of research has focused specifically on teachers' beliefs and/or practices related to DAP, in Jordanian kindergartens (Abu-Jaber, Al-Shawareb, and Gheith 2010), Korean preschools (Lee, Baik, and Charlesworth 2006), American kindergartens (Parker and Neuharth-Pritchett 2006), early childhood education (ECE) classrooms in India (Jambunathan 2005;Jambunathan and Caulfield 2008), and preschools in Beijing (Hu 2012). Caregiver management of children's stress behaviours in family daycare situations vis-à-vis DAP (Chang, Austin, and Piercy 2006) and the implications of DAP for preschool music classes (Miranda 2004) have also been explored, and there has been one comparative study of DAP in the USA and Korea (Clarke-Stewart et al 2006). The consistency between teachers' beliefs and DAP has been examined among Greek pre-service preschool teachers (Rentzou and Sakellariou 2011), and preschool teachers in India (Hegde and Cassidy 2009) and the United States (McMullen et al 2006).…”

Section: Teacher Beliefs and Classroom Managementmentioning

confidence: 99%

Turkish preschool teachers’ beliefs and practices related to two dimensions of developmentally appropriate classroom management

2016

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The purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to two dimensions of classroom management. The participants of the study were four female teachers working in Ankara. The data of this study were collected through a demographic information protocol, interviews, classroom observations, and a document review. The findings of the study showed that preschool teachers' beliefs were closer to developmentally appropriate practices than their self-reported and actual practices. Also, teachers' actual practices were mainly influenced by the physical characteristics of the schools and children's characteristics. ARTICLE HISTORY

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“…Some authors note that teaching in student-centered classrooms is a complex task and that the developmentally appropriate practices (DAP) that characterize most of these classrooms are not easy to implement and eventually conflict with the trend for standards in schools (Clarke-Stewart et al, 2006;Goldstein, 1997Goldstein, , 2008.…”

Section: João Lopes and Miguel Santosmentioning

confidence: 99%

“…Most student-centered teachers believe that the human being is inherently good. Therefore, adults should not interfere too much with the child's developmental process (ClarkeStewart, Lee, Allhusen, Kim, & McDowell, 2006). Student-centered classrooms are characterized by unconditional positive regard for student´s attitudes and respect for their opinions and decisions.…”

Section: João Lopes and Miguel Santosmentioning

confidence: 99%

Teachers’ Beliefs, Teachers’ Goals and Teachers’ Classroom Management: A Study with Primary Teachers // Crenças, objectivos e gestão de sala de aula: Um estudo com professores do Ensino Primário

Lopes¹,

Santos

2012

REV PSICODIDACT

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Teachers' beliefs and teachers' practices tend to fit together. However exceptions seem to be significant. This study, carried out with primary teachers (N = 279), explores the relation of teachers' classroom management beliefs to teachers' classroom goals and teachers' practices. A cluster analysis identified three distinct teaching beliefs' profiles: teacher-centered, student-centered and ambivalent/inconsistent. Clusters somehow overlap in the teaching goals they most value but some striking differences are also apparent. Classroom reported practices clearly differentiate clusters. Somehow surprisingly almost a quarter of participants are ambivalent/inconsistent. For these teachers the mismatch between teaching beliefs, teaching goals and classroom practices seems to elicit some puzzling behaviors (e. g. "humiliating students in classroom that show inappropriate behaviors") that deserve further research. Keywords:Teachers' beliefs, instruction, classroom management, classroom disruption, teaching styles. ResumoAs crenças e práticas dos professores tendem a ser congruentes. Contudo, existem excepções significativas. Este estudo, realizado com professores do ensino primário, explora a relação entre crenças dos professores acerca da gestão de sala de aula e objectivos e práticas dos professores em sala de aula. Uma análise de clusters permitiu-nos identificar três perfis distintos de ensino: centrado no professor, centrado no aluno e ambivalente/inconsistente. Verifica-se alguma sobreposição nos objectivos de ensino mais valorizados por cada um dos grupos mas existem igualmente diferenças marcantes, sendo surpreendente que quase um quarto dos participantes seja ambivalente/inconsistente. Este desencontro entre crenças de ensino, objectivos de ensino e práticas de sala de aula parece elicitar alguns comportamentos perturbantes nos nossos participantes (e. g. «humilhar os alunos que se comportam mal na sala de aula») que merecem ser mais extensivamente investigados. Palavras-chave:Crenças dos professores, instrução, gestão de sala de aula, perturbação da aula, estilos de ensino.

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Observed differences between early childhood programs in the U.S. and Korea: Reflections of “developmentally appropriate practices” in two cultural contexts

Cited by 34 publications

References 35 publications

Similarity of Mothers’ and Preschool Teachers’ Evaluations of Socialization Goals in a Cross-Cultural Perspective

Similarity of Mothers’ and Preschool Teachers’ Evaluations of Socialization Goals in a Cross-Cultural Perspective

Turkish preschool teachers’ beliefs and practices related to two dimensions of developmentally appropriate classroom management

Teachers’ Beliefs, Teachers’ Goals and Teachers’ Classroom Management: A Study with Primary Teachers // Crenças, objectivos e gestão de sala de aula: Um estudo com professores do Ensino Primário

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