The purpose of this study was to examine how two different groups of preservice teachers from two universities identified and described appropriate and inappropriate teaching practices and suggest appropriate changes. The investigation was also designed to provide teacher educators with insights into how to better prepare prospective teachers for their first teaching experience. Participants for this study were 30 undergraduate preservice teachers from two southeastern universities. There were 15 participants from each group, which included 17 males and 13 females. Eight video vignettes were created from the Developmentally Appropriate Practices document developed by NASPE (1992). Two vignettes depicted appropriate practices and six portrayed inappropriate practices. Participants viewed the vignettes during scheduled appointments and were instructed to identify and describe what they saw in the vignettes according to the criterion guidelines developed for this study. Data sources for the investigation were the participants' written responses gathered from the Qualitative Response Chart (questionnaire) and the Debriefing Sheet. The research project attempted to answer the following questions: Were there differences in how University A and University B identified and described appropriate teaching practices in physical education? What were the differences in the teaching practices recommended? To what experiences did the two groups attribute their ability to identify and describe appropriate and inappropriate teaching practices? Results indicated that the amount and kind of experiences provided by the respective teacher education programs did have an impact on how the participants identified and described appropriate teaching practices in physical education. / Ph. D.

In 2009 the National Association for the Education of Young Children (NAEYC) released their most recent position statement on developmentally appropriate practice (DAP) for preschool aged children. This foundational document provides a framework widely used within the United States for what is considered developmentally appropriate and inappropriate when applied to educating young children. By utilizing a comparative early childhood educational lens this paper examines preschool education practices around the world in order to support, inform, broaden, or challenge these supposed developmentally appropriate guidelines. / text

No description available.

This study examined practicum students ' beliefs and experiences abo ut developmentally appropriate practice (DAP) prior to a practicum experience and following it. Another goal was to examine differences between the practicum students' majors and their pre- and posttest DAP beliefs and experiences scores. Finally, this investigation sought to determine the differences between practicum students' DAP beliefs and experiences and the amount of time they spent in a practicum setting. A total of 95 students completing a practicum in the Adele and Dale Young Child Development Laboratory in the infant (Group I) or the 2-year-old classroom (Group 2) participated in the study. The students completed the Teacher Beliefs and Praclices Survey: Infan/s and Toddlers, as well as the Teacher Beliefs and Praclices Survey: Jnfanls if they were in Group I, or the Teacher Beliefs and Praclices Survey: Toddlers, if they worked with Group 2. The questionnaire consisted of two sections. The items on the first part were designed to assess the practicum students' beliefs about DAP. The second part of the questionnaire measured practicum students' experiences and activities in the infant or toddler classroom. Findings from the infants and toddlers measure indicate that the practicum students did show a statistically significant increase from pretest to posttest in their DAP beliefs, and a statistically significant decrease in DAP experiences. This might suggest that the students were able to understand the theories and philosophies of DAP; however, interpreting the guidelines of DAP into classroom practice in the short time associated with the practicum was a difficult task. Results also showed a statistically significant difference between practicum students of different majors and their DAP beliefs and experiences prior to the practicum experience as compared to after. Practicum students with majors in family, consumer, and human development with an emphasis in human development showed the greatest increases in their DAP beliefs over time. Students majoring the early childhood education and related majors showed a statistically significant increase in their DAP experiences between pre- and posttest. Finally, analyses to determine the relationship between practicum students' DAP beliefs and experiences and the amount of time they spent in a practicum setting showed that Group I (infants) had a statistically significant increase in DAP belief scores, even though they spent less time in the practicum setting. Group II (toddlers), who spent a longer time in the practicum selling, had a statistically significant increase in DAP experience scores. Implications of these findings for teacher educators and students are presented. Recommendations for future research are also included.

The primary purpose of this study was to (a) explore the global quality of early childhood programs within the Chinese socio-cultural context, and (b) examine the effects of teachers' years of experience, degree, major, and class size on teachers' perceptions of developmentally appropriate practices, inclusion, and training needs in order to provide services for children with disabilities in regular classrooms. The researcher completed observations in 40 early childhood classrooms using the Early Childhood Environment Rating Scale- Revised (ECERS-R). Results from classroom observations revealed that the global quality of the early childhood learning environment was between minimum and good. Areas that were in need of improvement included materials, time for free play, and provisions for children with disabilities. In addition, 276 teachers from 12 inclusion pilot kindergartens in Beijing completed 3 surveys. Teachers' responses to the developmentally appropriate practices survey revealed a gap between teachers' self-reported developmentally appropriate beliefs and activities. Further, MANOVA results indicated that both class size and years of teaching experience contributed to the differences between teachers. In surveying teachers' inclusion perceptions, MANOVA results suggested that only class size contributed to the differences between teachers. A discriminant function analysis was performed as a follow-up procedure to determine which of the independent variables contributed most to group differences. Moreover, the researcher found that no variables made a difference to teachers' perceived training needs for inclusion. Implications of current study findings for teacher preparation, future research, and policy formation will be discussed.

No description available.

No description available.

This study utilized a causal-comparative design to investigate a relationship between the independent variable, National Board certification, and the dependent variable, perceived use of developmentally appropriate practices (DAP). A self-developed survey, the Early-childhood Teacher Inventory of Practices (E-TIP), was emailed to participants to collect data comparing differences in perceived use of DAP among early childhood teachers. Two hundred and forty-six Non-National Board certified (Non-NBCT) and 135 National Board certified (NBCT) early childhood teachers were surveyed. Inferential and descriptive statistics were used to analyze scores to determine if there was a difference in the mean scores. Descriptives were reported for age, years of teaching experience, grade level currently teaching, ethnicity, degree type, certification type, and degree level. Multiple analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were used to understand the differences between perceived use of DAP. NBCTs scored significantly higher than Non-NBCTs on the E-TIP in three of the four target areas and on the Total of the Scale. Pearson product-moment corelations were used to determine a relationship between years of experience or level of education and NBCTs' perceived use of DAP. Years of experience were significantly related, but level of education was not. The findings indicate that National Board certified teachers perceive they incorporate more developmentally appropriate practices into their teaching than Non-National Board certified teachers.

Product-producing art activities (PPAA) produce visual products, disregarding developmentally appropriate practice (DAP) and the creative learning experience. Infant programs in Northeast TN were examined to determine if as PPAA levels increased DAP levels decreased, which was unfounded: t (2) = 1.80, n.s. In fact, significant differences were found between programs with high PPAA levels and DAP as indicated by scores on the Infant/Toddler Environment Rating Scale (Harms, Cryer, & Clifford, 1990) sub-scales: Furnishings and Displays, t (2) = 7.59, p < .05; Listening and Talking, t (2) = 6.71, p < .05; and Learning Activities, t (2) = 7.29, p < .05. Caregivers' main reason for including PPAA was: positive sensory experience; main reason for exclusion: infant/teacher relationship is more important.

This is a descriptive phenomenological study of a 3rd grade classroom in East Tennessee that was transformed in late spring 2009 to be consistent with principles incorporated in the 21st Century Model for Teaching and Learning and Educational Change (Evanshen, 2010). The objectives of this study were 1)to document the current physical and learning environment and 2)interview the participant regarding a classroom transformation in relation to teaching and learning. Methods of data collection included: interview questions related to the classroom environment pretransformation and posttransformation, observation field notes, and photographs of the current environment. In addition, archival photographs of the pretransformation environment were used in analysis of data. Data were gathered and systematically analyzed and then compared to recommended best teaching practices for early childhood. Based on findings, one can conclude that a classroom environment based on principles of the 21st Century Model for Teaching and Learning and Educational Change (Evanshen, 2010) enhances teacher attitude in relation to role of the environment in the teaching and learning process.