Teachers’ beliefs and practices regarding developmentally appropriate practices: a study conducted in India

Hegde, Archana V.; Cassidy, Deborah J.

doi:10.1080/03004430701536491

Cited by 49 publications

(43 citation statements)

References 18 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

“…Although there is support from research suggesting congruence between teachers' beliefs and self-reported practices (Hegde & Cassidy, 2009;Heisner & Lederberg, 2011;Leung, 2012;McCarty, Abbott-Shim, & Lambert, 2001;Mohamed & Al-Qaryouti, 2016;Rentzou & Sakellariou, 2011), it was not always the case especially when teachers' beliefs were compared with their observed classroom practices (Kwon, 2004;Varol, 2013;Wen et al, 2011;Wilcox-Herzog, 2002).…”

Section: How Do Children Learn? Beliefs and Practices Reported By Kinmentioning

confidence: 99%

How Do Children Learn? Beliefs and Practices Reported by Kindergarten Teachers in Singapore

Tan¹,

Rao²

2017

Pac Early Child Educ Res Assoc

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This study explored the curriculum-related beliefs and practices reported by Singapore kindergarten teachers at a time when concerted efforts are being made to promote children's holistic development through a child-centered curriculum that emphasizes active learning through play and interaction. A questionnaire was administered to a sample of 167 teachers of 4-to 5-year-olds. Factor analyses revealed three reliable factors for teachers' beliefs and four factors for their classroom practices.Teachers endorsed philosophies in child-centeredness and teacher-centeredness but there was stronger endorsement of child-centered approach. Correlation and regression analyses conducted revealed some relationships between beliefs and reported practices as well as associations of beliefs and practices with certain personal and kindergarten factors. Overall, beliefs in child-centeredness and teacher-centeredness predicted interactive academic activities, and beliefs in teacher-centeredness influenced reports of engaging in structured academic and teacher-led activities after controlling for demographic and contextual variables.

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“…But, this ratio is disappointing in private ECCE centres, who sometimes have 80 children in a class (Kaul et al, 2014). Hegde and Cassidy (2009) also found an average ratio of 1: 35 in the Kindergartens of Mumbai.…”

mentioning

confidence: 98%

Quality Early Childhood Care and Education in India:Initiatives, Practice, Challenges and Enablers

Chandra¹,

Goyal²,

Sharma³

2017

Pac Early Child Educ Res Assoc

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Early Childhood Care and Education (ECCE) is globally recognized as a crucial element of education for all. Therefore, countries have intensely pursued it. After many efforts, progress towards ensuring ECCE is apparent in many countries in the world. But most of them could not either completely achieve this goal or compromised its quality due to inadequate resources, improper planning and ineffective implementation strategies; especially a vast and populous country like India. A number of initiatives have been taken by the Government of India for bringing quality in the form of policies, plans, constitutional amendments, acts, development of quality standards and curriculum framework, schemes and flagship programs like Integrated Child Development Services (ICDS); District Primary Education Programme (DPEP) and Sarva Shiksha Abhiyan (SSA). In this endeavour, somewhere India has compromised with the non-negotiable quality standards for ECCE, leading the emergence of expected and unexpected issues and challenges. As a result, the country has missed the target of ensuring quality in ECCE. However, recent studies give evidence of tremendous progress towards quality reforms. Of course, there are low achievements in some aspects and in some regions, but also improvement in others which shows that ensuring quality is an attainable target. This paper intends to describe initiatives of the Government of India, assess the ground realities, identify major challenges in quality reform in ECCE and suggest possible enablers to reach out the same.

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Teachers’ beliefs and practices regarding developmentally appropriate practices: a study conducted in India

Cited by 49 publications

References 18 publications

Ebeveyn Olarak Okul Öncesi Öğretmenleri: Nitel Bir Çalışma

Ebeveyn Olarak Okul Öncesi Öğretmenleri: Nitel Bir Çalışma

How Do Children Learn? Beliefs and Practices Reported by Kindergarten Teachers in Singapore

Quality Early Childhood Care and Education in India:Initiatives, Practice, Challenges and Enablers

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