Teachers' Perceptions of Developmentally Appropriate Practice in Early Learning Programs PDF Download
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Author: Andrea Watson Anderson
Publisher:
ISBN:
Category : Child development
Languages : en
Pages : 242
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Book Description
Author: Andrea Watson Anderson
Publisher:
ISBN:
Category : Child development
Languages : en
Pages : 242
Get Book Here
Book Description
Author: Dorothy Jean Alexander
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 284
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Book Description
The National Association for the Education of Young Children (NAEYC) Position Statement of Developmentally Appropriate Practices (2009) serves as a pedagogical framework for best practice among early childhood educators. Developmentally Appropriate Practice (DAP) is guided by what is known about how children develop and learn. Teachers draw upon these principles to make decisions about planning experiences which promote learning and optimize children's growth. The DAP statement is accepted in the early childhood field as the standard by which quality early learning experiences are defined and is used as a guidepost for planning (Copple & Bredekamp, 2009). Copple and Bredekamp (2009) state that "intentional teachers are purposeful and thoughtful about the actions they take, and they direct their teaching towards the goals the program is trying to help children reach" (p. 10). This qualitative descriptive study explored preschool teachers' perceptions of DAP and their use of DAP in planning learning experiences. Semi-structured interviews and document analyses were utilized to examine potential gaps between preschool teachers' perceptions and more fully understand daily planning decisions related to DAP. Utilizing Rubin and Rubin's responsive interviewing model (2012), (N=7) degreed preschool teachers employed at NAEYC accredited group care facilities were interviewed. Findings revealed inconsistencies among teachers' descriptions of key learning experiences for preschool children, implementation of learning experiences, and planning practices, thus, indicating a disconnect between theory and DAP. The findings of this study may benefit pre-service and in-service teacher training programs as well as administrators of childcare centers. It is useful in identifying ways in which preschool teachers' understandings of developmentally appropriate practice can be further supported and developmentally inappropriate perceptions can be challenged.
Author: Marcia L. Nell
Publisher: National Association of Education of Young Children
ISBN: 9781928896937
Category : Education
Languages : en
Pages : 123
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Book Description
Describes play workshop experiences that give educators a deeper understanding of play-based learning and illustrate the power of play.
Author: Wonim Son
Publisher: LAP Lambert Academic Publishing
ISBN: 9783838339979
Category :
Languages : en
Pages : 124
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Book Description
Caring, competent, and highly-qualified teachers are the most important factor contributing to P-12 education in the 21st century. Standards-based teacher education provides a road map for the preparation and ongoing professional development of teachers. It is important to know teacher's perceptions of teaching standards to improve standards-based teacher education programs which are based on developmentally appropriate practices. This book shares kindergarten teachers' perceptions of professional standards through a quantitative study conducted in the state of Indiana. Stakeholders in standards-based education reform, including principals, superintendents, teachers, college administrators, professors, and parents, can use this information to improve the teaching profession and benefit young children. This book sheds light on the relevance of professional teaching standards in the work of in-service early childhood educators.
Author: Sue Bredekamp
Publisher: National Assn for the Education
ISBN: 9780935989793
Category : Education
Languages : en
Pages : 182
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Book Description
This volume spells out more fully the principles undergirding developmentally appropriate practice and guidelines for making decisions in the classroom for young children.
Author: Norma Gonzalez
Publisher: Routledge
ISBN: 1135614059
Category : Education
Languages : en
Pages : 332
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Book Description
The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
Author: Pamela Brillante
Publisher:
ISBN: 9781952331121
Category :
Languages : en
Pages : 0
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Book Description
Case studies provide real-world examples that make for rich discussions and greater learning in educational and professional development settings. Engage with case studies on developmentally appropriate practice to enhance your knowledge and skills. Developmentally appropriate practice (DAP) requires a nuanced understanding of child development, individual children, and the social and cultural contexts of children, families, and educators. This casebook presents nearly 50 cases addressing infancy through third grade and across multiple, diverse settings. Written and edited by teacher educators, researchers, classroom teachers, and other early childhood professionals, these cases offer unique opportunities for critical thinking and discussion on practice that supports all children and families. The cases are organized into eight parts that reflect the six guidelines of DAP plus the topics of supporting children with disabilities and supporting dual language learners. Brief overviews of each guideline and the additional topics set the stage for study of the cases. Each case provides an opportunity to Make connections to the fourth edition of Developmentally Appropriate Practice in Early Childhood Programs Think critically about the influence of context on educator, child, and family actions Discuss the effectiveness of the teaching practices and how they might be improved Support your responses with evidence from the DAP position statement and book Explore next steps beyond the case details Apply the learning to your own situation Use this book as a companion to the fourth edition of Developmentally Appropriate Practice in Early Childhood Programs in higher education coursework, as professional development in programs, or for stand-alone study.
Author: Erika Christakis
Publisher: Penguin
ISBN: 0698195019
Category : Family & Relationships
Languages : en
Pages : 342
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Book Description
“Christakis . . . expertly weaves academic research, personal experience and anecdotal evidence into her book . . . a bracing and convincing case that early education has reached a point of crisis . . . her book is a rare thing: a serious work of research that also happens to be well-written and personal . . . engaging and important.” --Washington Post "What kids need from grown-ups (but aren't getting)...an impassioned plea for educators and parents to put down the worksheets and flash cards, ditch the tired craft projects (yes, you, Thanksgiving Handprint Turkey) and exotic vocabulary lessons, and double-down on one, simple word: play." --NPR The New York Times bestseller that provides a bold challenge to the conventional wisdom about early childhood, with a pragmatic program to encourage parents and teachers to rethink how and where young children learn best by taking the child’s eye view of the learning environment To a four-year-old watching bulldozers at a construction site or chasing butterflies in flight, the world is awash with promise. Little children come into the world hardwired to learn in virtually any setting and about any matter. Yet in today’s preschool and kindergarten classrooms, learning has been reduced to scripted lessons and suspect metrics that too often undervalue a child’s intelligence while overtaxing the child’s growing brain. These mismatched expectations wreak havoc on the family: parents fear that if they choose the “wrong” program, their child won’t get into the “right” college. But Yale early childhood expert Erika Christakis says our fears are wildly misplaced. Our anxiety about preparing and safeguarding our children’s future seems to have reached a fever pitch at a time when, ironically, science gives us more certainty than ever before that young children are exceptionally strong thinkers. In her pathbreaking book, Christakis explains what it’s like to be a young child in America today, in a world designed by and for adults, where we have confused schooling with learning. She offers real-life solutions to real-life issues, with nuance and direction that takes us far beyond the usual prescriptions for fewer tests, more play. She looks at children’s use of language, their artistic expressions, the way their imaginations grow, and how they build deep emotional bonds to stretch the boundaries of their small worlds. Rather than clutter their worlds with more and more stuff, sometimes the wisest course for us is to learn how to get out of their way. Christakis’s message is energizing and reassuring: young children are inherently powerful, and they (and their parents) will flourish when we learn new ways of restoring the vital early learning environment to one that is best suited to the littlest learners. This bold and pragmatic challenge to the conventional wisdom peels back the mystery of childhood, revealing a place that’s rich with possibility.
Author: Bernard Spodek
Publisher: IAP
ISBN: 1607527030
Category : Education
Languages : en
Pages : 242
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Book Description
The chapters in this volume reflect the impact that teachers have on their students when "they stand in front of the classroom" and the effect their performance have on children such as teachers gender, preparation, certification, knowledge, beliefs, cognitive style, creativity, accountability, and other actions on the part of the teachers. They describe research related to the preparation and certification or credentialing of early childhood practitioners, the issues regarding the nature of early childhood practice, and the needs of the field as it prepares for the future.
Author: Linda Darling-Hammond
Publisher: John Wiley & Sons
ISBN: 1119461162
Category : Education
Languages : en
Pages : 640
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Book Description
Based on rapid advances in what is known about how people learn and how to teach effectively, this important book examines the core concepts and central pedagogies that should be at the heart of any teacher education program. Stemming from the results of a commission sponsored by the National Academy of Education, Preparing Teachers for a Changing World recommends the creation of an informed teacher education curriculum with the common elements that represent state-of-the-art standards for the profession. Written for teacher educators in both traditional and alternative programs, university and school system leaders, teachers, staff development professionals, researchers, and educational policymakers, the book addresses the key foundational knowledge for teaching and discusses how to implement that knowledge within the classroom. Preparing Teachers for a Changing World recommends that, in addition to strong subject matter knowledge, all new teachers have a basic understanding of how people learn and develop, as well as how children acquire and use language, which is the currency of education. In addition, the book suggests that teaching professionals must be able to apply that knowledge in developing curriculum that attends to students' needs, the demands of the content, and the social purposes of education: in teaching specific subject matter to diverse students, in managing the classroom, assessing student performance, and using technology in the classroom.
