North Carolina kindergarten teachers and developmentally appropriate instructional practices : a phenomenological study
- WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
- Sherry Richards Willis (Creator)
- Institution
- Western Carolina University (WCU )
- Web Site: http://library.wcu.edu/
- Advisor
- Eleanor Hilty
Abstract: The purpose of this study was to understand the experiences of kindergarten
teachers as they worked to implement a developmentally appropriate approach to
teaching. Their stories included details related to the support they receive as well as
detailed descriptions of the many barriers faced during a time when accountability is very
high. As teachers with a high value for developmentally appropriate practice, they
experienced cognitive dissonance when circumstances arose to limit their ability to use
the best practices they favored. These practices included differentiation of instruction;
provision for active and meaningful learning experiences; small group instruction; the use
of centers that supported language development; problem solving; development of social
skills; literacy and numeracy skills; as well as learning through play—all practices
carefully planned to recognize and honor how children learn best.
Mandates requiring the teachers to use scripted curriculum programs were a
strong source of the dissonance. These programs were designed to reflect a more
academically structured approach to teaching. Instruction was required to be delivered in
a whole group setting, with little effort to differentiate instruction. Learning was more passive in nature with children being required to sit for long blocks of time working at
tables or desks completing worksheets. The teachers found creative ways to tweak the
mandated curriculum to make them more age and grade appropriate.
Other barriers reported by teachers included the lack of professional development
aligned specifically to their needs, the lack of collegial collaboration, and the
inappropriate expectations of parents and first grade teachers. Teachers indicated that
they wanted their administrators to be knowledgeable about early childhood education
and child development. They wanted to receive meaningful feedback to help them
improve their instructional practice. The teachers reported feeling that kindergarten did
not appear to be a highly valued component of the educational program. It did appear to
them that more attention and more resources were regularly aimed at tested grade levels.
The teachers were also concerned about not having a voice in decisions that directly
affected them.
The major source of support for the teachers came from a group organized by the
North Carolina Department of Public Instruction known as The Power of Kindergarten.
The teachers in the study were among the members of this group. Strong collegiality, gaining a sense of professional empowerment, and focused professional development
were reported by the teachers as being important outcomes of their experiences with
Power of K.
North Carolina kindergarten teachers and developmentally appropriate instructional practices : a phenomenological study
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Created on 6/1/2010
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 2010
- Keywords
- developmentally appropriate practice, mandates, professional needs, teacher beliefs
- Subjects
- Kindergarten teachers -- North Carolina -- Case studies
- Kindergarten -- North Carolina -- Case studies
- Kindergarten -- Study and teaching -- North Carolina