Toddler and preschool teachers’ beliefs and perceptions about the use ofdevelopmentally appropriate practice
A developmentally appropriate learning environment provides learning experiences that support whole child development as young children are provided with opportunities to engage in meaningful experiences that promote inquiry, exploration, problem solving, and discovery. The intent of developmentally...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2022-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2021.2018908 |
| _version_ | 1797763888942415872 |
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| author | June Cade Francis Wardle Jan Otter |
| author_facet | June Cade Francis Wardle Jan Otter |
| author_sort | June Cade |
| collection | DOAJ |
| description | A developmentally appropriate learning environment provides learning experiences that support whole child development as young children are provided with opportunities to engage in meaningful experiences that promote inquiry, exploration, problem solving, and discovery. The intent of developmentally appropriate practice (DAP) is shifting the K–12 pushdown curriculum in early childhood education (ECE) to a child-centered approach to learning. Qualification in fields unrelated to ECE might result in a lack of knowledge about child growth and development and in childcare centers functioning like K–12 programs. The purpose of this qualitative explanatory multi-case study was to examine toddler and preschool teachers’ beliefs and perceptions about the use of DAP within toddler and preschool classrooms. Data were collected from a purposeful sample of 16 teachers on their beliefs and perceptions about classroom practices and the forces that shape such practices in toddler and preschool classrooms. Findings suggest that a disturbing amount of toddler and preschool teachers endorsed a K–12 pushdown curriculum with the belief that young children should be able to sit and complete worksheets. |
| first_indexed | 2024-03-12T19:47:49Z |
| format | Article |
| id | doaj.art-0e4f884243554951a272e8af4cbbc012 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T19:47:49Z |
| publishDate | 2022-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-0e4f884243554951a272e8af4cbbc0122023-08-02T03:23:06ZengTaylor & Francis GroupCogent Education2331-186X2022-12-019110.1080/2331186X.2021.20189082018908Toddler and preschool teachers’ beliefs and perceptions about the use ofdevelopmentally appropriate practiceJune Cade0Francis WardleJan OtterCenter for Educational and Instructional Technology Research, University of PhoenixA developmentally appropriate learning environment provides learning experiences that support whole child development as young children are provided with opportunities to engage in meaningful experiences that promote inquiry, exploration, problem solving, and discovery. The intent of developmentally appropriate practice (DAP) is shifting the K–12 pushdown curriculum in early childhood education (ECE) to a child-centered approach to learning. Qualification in fields unrelated to ECE might result in a lack of knowledge about child growth and development and in childcare centers functioning like K–12 programs. The purpose of this qualitative explanatory multi-case study was to examine toddler and preschool teachers’ beliefs and perceptions about the use of DAP within toddler and preschool classrooms. Data were collected from a purposeful sample of 16 teachers on their beliefs and perceptions about classroom practices and the forces that shape such practices in toddler and preschool classrooms. Findings suggest that a disturbing amount of toddler and preschool teachers endorsed a K–12 pushdown curriculum with the belief that young children should be able to sit and complete worksheets.http://dx.doi.org/10.1080/2331186X.2021.2018908developmentally appropriate practicechild developmenttoddler and preschool teachers’ beliefsearly childhood education curriculumearly childhood education staff qualificationsk–12 pushdown curriculum |
| spellingShingle | June Cade Francis Wardle Jan Otter Toddler and preschool teachers’ beliefs and perceptions about the use ofdevelopmentally appropriate practice Cogent Education developmentally appropriate practice child development toddler and preschool teachers’ beliefs early childhood education curriculum early childhood education staff qualifications k–12 pushdown curriculum |
| title | Toddler and preschool teachers’ beliefs and perceptions about the use ofdevelopmentally appropriate practice |
| title_full | Toddler and preschool teachers’ beliefs and perceptions about the use ofdevelopmentally appropriate practice |
| title_fullStr | Toddler and preschool teachers’ beliefs and perceptions about the use ofdevelopmentally appropriate practice |
| title_full_unstemmed | Toddler and preschool teachers’ beliefs and perceptions about the use ofdevelopmentally appropriate practice |
| title_short | Toddler and preschool teachers’ beliefs and perceptions about the use ofdevelopmentally appropriate practice |
| title_sort | toddler and preschool teachers beliefs and perceptions about the use ofdevelopmentally appropriate practice |
| topic | developmentally appropriate practice child development toddler and preschool teachers’ beliefs early childhood education curriculum early childhood education staff qualifications k–12 pushdown curriculum |
| url | http://dx.doi.org/10.1080/2331186X.2021.2018908 |
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