Teachers’ Perceptions of Developmentally Appropriate Practice in Early Learning Programs

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Andrea Watson Anderson (Creator)
Appalachian State University (ASU )
Web Site: https://library.appstate.edu/
Cindy McGaha

Abstract: Teachers’ perceptions of Developmentally Appropriate Practice (DAP) were investigated to determine factors that affect teachers’ ability to implement DAP. Pre-k and kindergarten teachers completed The Beliefs and Intentions Questionnaire which measured teachers self reported beliefs and practices. Results indicated that pre-k teachers’ beliefs were more strongly related to their teaching intentions than for kindergarten teachers. Differences in pre-k and kindergarten classrooms were identified as well as pre-service training between pre-k and kindergarten teachers. Data analysis revealed a significant difference in Early Childhood Education (ECE) trained teachers and Elementary Education (EE) trained teachers’ perceptions of DAP. Teachers who completed pre-service course work in ECE and taught in pre-k classrooms were more likely to demonstrate a Constructivist view of development. Teachers were asked to report perceived barriers to the implementation of DAP. State and local mandates and administrative support were identified as barriers to DAP. Implications for policy and practice are included.

Additional Information

Anderson, A.W. (2010). Teachers’ Perceptions of Developmentally Appropriate Practice in Early Learning Programs. Unpublished master’s thesis. Appalachian State University, Boone, NC.
Language: English
Date: 2010
Developmentally Appropriate Practice, Teachers’ perceptions, Classroom Practice, Pre-K and Kindergarten

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