CEEP. Popular Topics. El debate sobre currículos en la educación de la niñez temprana: ¿La instrucción directa o el aprendizaje iniciado por el niño?

Contenido

¿Cuáles son algunas de las diferencias entre la instrucción directa y el aprendizaje iniciado por el niño?
¿Qué indica la investigación sobre las ventajas y desventajas de cada acercamiento?
¿Hay riesgos relacionados con la instrucción académica temprana?
¿Se pueden sacar conclusiones del debate sobre el currículo de la niñez temprana?
Referencias
Recursos en el Web
Recursos de ERIC

El debate sobre currículos en la educación de la niñez temprana: ¿La instrucción directa o el aprendizaje iniciado por el niño?

Ronald Banks

(Actualizado por última vez en junio de 2004)

Un debate de muchos años sobre currículos en la educación de la niñez temprana se centra en la cuestión de si tal educación debería seguir el modelo académico tradicional de la educación que se utiliza con estudiantes mayores (es decir, un grupo grande, la instrucción encabezada por el maestro, la instrucción formal) o si las experiencias de aprendizaje de niños preescolares deberían ser informales y constar mayormente de actividades iniciadas por los niños. Ambos acercamientos tienen su pro y su contra. Por ejemplo, en su discusión sobre los niños que viven en la pobreza, Schweinhart (1997) declara que un acercamiento que consta primariamente de instrucción encabezada por el maestro probablemente estorbe el desarrollo social y emocional, la disposición intelectual y la creatividad de los niños, mientras que un acercamiento basado exclusivamente en las actividades iniciadas por los niños tal vez no apoye suficientemente su desarrollo académico.

El programa Goals 2000 recalca la responsabilidad y el desempeño académico mejorado, y dice tener como meta el que todos los niños entren en la escuela "preparados para aprender." Los mandatos académicos de aprendizaje especificados en Goals 2000 para la educación del kindergarten a la secundaria, se han difundido a nivel preescolar y sirven como base para los argumentos actuales del debate sobre el currículo preescolar.

La introducción de esta P+F resume los hallazgos de la investigación presentados en cinco Digests de ERIC (Centro de Información y Recursos de la Educación) publicados por el ERIC Clearinghouse on Elementary and Early Childhood Education (Servicio Informático sobre la Educación en Primaria y de la Niñez Temprana de ERIC). Para hallar información más detallada, sírvase conectarse a la lista de Digests de ERIC en la sección de Recursos en el Web más abajo.

¿Cuáles son algunas de las diferencias entre la instrucción directa y el aprendizaje iniciado por el niño?

Los debates sobre el currículo y los métodos de instrucción tienen un historial bien largo en el ámbito de la educación de la niñez temprana. Durante años, muchos vocablos distintos se han utilizado para representar las opiniones opuestas. En años recientes, el término "académico" ha llegado a describir aquellas partes del currículo de la niñez temprana destinadas a ayudarles a los niños a dominar las habilidades básicas de alfabetismo y numéricas (Jacobson, 1996). Katz (1996) sugiere que desde la perspectiva académica, o de la instrucción directa, se percibe al niño pequeño como dependiente de la instrucción de los adultos en las habilidades y conocimientos académicos necesarios para un buen comienzo en el desempeño académico posterior.

Esta perspectiva contrasta directamente con el enfoque de actividades iniciadas por los niños, en el cual se percibe a los niños pequeños como constructores activos del conocimiento que no dependen de indicios instructivos didácticos de un maestro. Las técnicas curriculares iniciadas por el niño pueden utilizar centros de aprendizaje dentro de un salón de clase, fomentar el aprendizaje mediante actividades basadas en el juego o animar a los niños a la interacción y cooperación. El aprendizaje académico puede ciertamente ocurrir en ambientes de aprendizaje iniciados por el niño. Sin embargo, tal aprendizaje no resulta de la instrucción didáctica formal encabezada por un maestro (las tareas hechas en el pupitre, las lecturas, etc.), sino de una variedad de actividades de aprendizaje iniciadas por el niño (Katz, 1999b).

¿Qué indica la investigación sobre las ventajas y desventajas de cada acercamiento?

Estudios comparativos del currículo preescolar de largo plazo

Tres estudios comparativos de largo plazo del currículo preescolar comenzaron en la década de los 70: el Estudio Comparativo del Currículo Preescolar de High/Scope (High/Scope Preschool Curriculum Comparison study, Schweinhart y Weikart, 1997a; Schweinhart y Weikart, 1997b), el estudio de Head Start de Louisville (Louisville Head Start study, Miller y Bizzell, 1983) y el estudio de la Universidad de Illinois (Karnes et al., 1983). Los tres incluyeron tanto el modelo de instrucción directa, que ofrecía la instrucción académica encabezada por el maestro según un "guión" como también el modelo de "guardería", en el cual los niños iniciaban sus propias actividades de aprendizaje con un apoyo mínimo del maestro. Adicionalmente, el estudio High/Scope incluía el modelo High/Scope, en el cual los niños iniciaban las actividades de aprendizaje con un apoyo considerable del maestro. Los estudios de Louisville e Illinois también incluían varios modelos de instrucción encabezados por el maestro y el modelo Montessori, que fomentaba las actividades iniciadas por los niños con materiales didácticos.

Estos tres estudios hallaron que los niños en programas de instrucción directa sobrepasaron en sentido intelectual a los niños en programas de actividades iniciadas por el niño, durante y hasta el fin del año siguiente al programa preescolar, pero no después de este período. En el estudio de Louisville, los niños de la guardería mostraron una participación verbal-social mayor y un aumento en la ambición y la agresión comparados con los niños en la instrucción directa, pero ambos grupos tuvieron notas más bajas que otros niños en su capacidad inventiva. En el estudio de Illinois, el 78% del grupo de guardería que participaba en actividades iniciadas por los niños con un apoyo mínimo del maestro se graduó de la secundaria, en comparación con solo el 48% del grupo de instrucción directa (Karnes et al., 1983).

Estudios recientes del currículo preescolar de corto plazo

Varios estudios de comparación de corto plazo del currículo de la niñez temprana se han llevado a cabo durante la década pasada (Dunn y Kontos, 1997a). Según indica Schweinhart (1997), "La evidencia relevante de estos estudios sugiere que los programas preescolares basados en actividades de aprendizaje iniciadas por el niño contribuyen al desarrollo académico y social de corto y largo plazo de los niños, mientras que los programas preescolares basados en lecciones dirigidas por el maestro obtienen una ventaja de corto plazo en el desarrollo académico de los niños sacrificando una contribución a su desarrollo social y emocional de largo plazo. Debido a esto, la investigación apoya el uso en programas preescolares de un acercamiento curricular basado en las actividades de aprendizaje iniciadas por el niño, en vez de en las lecciones dirigidas por el maestro."

Enfoque sobre el desarrollo social-emocional

Dos equipos de investigadores documentaron que los niños exhiben más estrés en los ambientes didácticos que en los ambientes de actividades iniciadas por el niño. Hyson et al. (1990) (según se informa en Dunn y Kontos, 1997b) hallaron que los niños preescolares registrados en programas de actividades iniciadas por el niño mostraron niveles más bajos de ansiedad durante exámenes que los niños registrados en programas académicos, independiente de las preferencias paternas sobre el enfoque instructivo. En un segundo estudio (Burts et al., 1990), los niños en clases no apropiadas para su desarrollo (las que enfatizaban la instrucción didáctica con los niños pequeños) exhibían más comportamientos totales de estrés durante el día y más comportamientos de estrés durante actividades grupales y con cuadernos que los niños en clases con actividades iniciadas por el niño.

Enfoque sobre el desarrollo cognitivo y el logro académico

Las clases caracterizadas por las actividades iniciadas por el niño parecen facilitar el desarrollo creativo de los niños. El equipo investigativo de Hyson halló que niños en clases de actividades iniciadas por el niño tuvieron notas más altas en medidas de la creatividad (el pensamiento divergente) que niños en clases con una orientación académica (Hirsh-Pasek et al., 1990; Hyson et al., 1990).

En otros dos estudios del desarrollo lingüístico en programas de actividades iniciadas por el niño y de enfoque académico, los programas apropiados para el desarrollo, o de actividades iniciadas por el niño, se asociaron con mejores resultados lingüísticos. Boletines de calificaciones de programas preescolares de escuelas públicas indicaron que los niños en clases de actividades iniciadas por el niño tuvieron mejores notas verbales que los niños en programas con un enfoque académico (Marcon, 1992). En un estudio conducido por Dunn et al. (1994), el lenguaje receptivo de los niños en los programas con ambientes de alfabetización de alta calidad y en los cuales las actividades apropiadas al desarrollo prevalecían, estaba más desarrollado que en clases con un enfoque académico tradicional.

Otros estudios presentan resultados desiguales o neutrales respecto al logro académico y Dunn y Kontos (1997b) sugieren que "al utilizar los instrumentos de medición tradicionales de exámenes de logro y notas en boletines de calificaciones, es difícil distinguir si son superiores los programas centrados en el niño o los didácticos." Sherman y Mueller (1996) sí hallaron que en general, las notas de lectura y matemática eran más altas para niños que habían asistido a clases apropiadas al desarrollo desde el kindergarten hasta el fin del segundo grado. Aunque Marcon (1992) concluyó que los niños preescolares en clases de actividades iniciadas por el niño tuvieron boletines de calificaciones más positivos en general, el logro matemático era similar para niños que asistían a clases de ambos tipos. Hyson et al. (1990) no hallaron diferencias en el logro académico relacionadas con el tipo de clase a la que los niños asistían (actividades iniciadas por el niño o didácticas).

¿Hay riesgos relacionados con la instrucción académica en la niñez temprana?

Según señala Katz (1999a), "la investigación sobre los efectos de largo plazo de varios modelos curriculares sugiere que la introducción del trabajo académico al currículo de la niñez temprana produce resultados positivos en exámenes estandarizados a corto plazo pero puede ser contraproducente a largo plazo" (Schweinhart y Weikart, 1997a; Schweinhart y Weikart, 1997b; Marcon, 1995; Snow et al., 1998). En su Digest de ERIC, Otra perspectiva sobre lo que los niños deben estar aprendiendo (Another Look at What Young Children Should Be Learning), Katz (1999a) sugiere que:

el riesgo de la instrucción temprana en las primeras habilidades lectoras es que la cantidad de repetición y práctica requerida para alcanzar el éxito a una edad temprana parece socavar la disposición de los niños de hacerse lectores. Es evidente que no sirve que un niño aprenda ciertas habilidades si, en el proceso de adquirirlas, pierde la disposición a usarlas. Especialmente en el caso de la lectura, la comprensión probablemente dependa más de la lectura real que de la exclusiva instrucción basada en habilidades de lectura. Por otra parte, tampoco es deseable adquirir la disposición de ser lector sin las habilidades requeridas. Los resultados de estudios longitudinales sugieren que los currículos y la instrucción deberían diseñarse para optimizar la adquisición simultánea de conocimiento y habilidades y de disposiciones y sentimientos deseables.

Katz (1999a) continúa declarando que "Otro riesgo de presentarles a los niños el trabajo académico formal prematuramente es que los que no pueden ajustarse a las tareas requeridas probablemente se sientan incompetentes. Estudiantes que repetidamente experimentan dificultades que conducen a sentimientos de ineptitud pueden llegar a considerarse a sí mismos como 'tontos' y a comportarse como 'tontos' y conformar su comportamiento con esta percepción" (Bandura et al., 1999).

¿Se pueden sacar conclusiones del debate sobre el currículo de la niñez temprana?

En vista de las medidas tradicionales, como los exámenes de logro y las notas de boletines de calificaciones, es difícil decir si los programas centrados en el niño o los didácticos son superiores en ayudarles a los niños a alcanzar la competencia intelectual. Similar a la situación del desarrollo social, la investigación disponible es poco clara respecto al desarrollo cognitivo. La mayoría de los estudios indica que un acercamiento didáctico no es necesario para fomentar el aprendizaje de las habilidades académicas en los niños. Ciertos estudios que apoyan la práctica apropiada al desarrollo son los de Sherman y Mueller (1996) y Marcon (1992). Sherman y Mueller (1996) observaron mejores notas de desempeño en la lectura y la matemática en niños que asistían a clases apropiadas al desarrollo desde el kindergarten hasta el segundo grado en comparación con niños que asistían a programas didácticos. Los niños preescolares en el estudio de Marcon (1992) que asistían a clases de actividades iniciadas por el niño tuvieron boletines de calificaciones más positivos en general, y específicamente en la matemática y la ciencia, que los que asistían a clases didácticas. Sin embargo, el logro matemático era similar en niños en ambos tipos de clase. Hyson et al. (1990) no hallaron diferencias en el logro académico como función de lo apropiado al desarrollo del programa (por ej., los niños preescolares tuvieron éxito igualmente en los programas centrados en el niño como en los didácticos).

Al mirar más allá de lo que indica la investigación sobre lo que los niños pequeños pueden hacer, Katz (1999a) sugiere que también es importante considerar lo que los niños pequeños deberían o no deberían hacer en un momento particular de su desarrollo. En muchos programas preescolares y de kindergarten, por ejemplo, se instruye a los niños pequeños en fonética y se espera que completen hojas de tareas y reciten rimas y otros textos de memoria. Como señala Katz (1999a) "La mayoría de los niños pequeños hace de buena gana casi todo lo que los adultos piden. Pero esta disposición no constituye un indicio fiable del valor de una actividad. La pregunta sobre el desarrollo no sólo es, '¿Qué pueden hacer los niños?' sino también, '¿Qué deberían hacer los niños que sirva mejor a sus necesidades de desarrollo y aprendizaje a largo plazo?'"

Sería útil mantener presente que actualmente la mayoría de las clases preescolares ofrece alguna combinación de instrucción centrada en el niño y dirigida por el maestro. Uno de los problemas principales que resulta de esta querella antigua sobre metas y métodos es que ambos partidos de la lucha podrían pasar por alto métodos curriculares e instructivos que están más allá de la dicotomía tradicional. Los años de experiencia en la observación de clases de la niñez temprana sugieren que ambos partidos dan insuficiente énfasis y valor a una tercera opción-la de métodos curriculares e instructivos que tratan el desarrollo intelectual de los niños como contrastante o distinto del énfasis de la instrucción directa en el aprendizaje académico y del énfasis del aprendizaje iniciado por el niño en el juego y el aprendizaje iniciado por uno mismo (Katz, 1999b).

Referencias

Bandura, Albert; Pastorelli, Concetta; Barbaranelli, Claudio y Caprara, Gian Vittorio. (1999). Self-efficacy pathways to childhood depression. Journal of Personality and Social Psychology, 76(2), 258-269.

Burts, Diane C.; Hart, Craig H.; Charlesworth, Rosalind y Kirk, Lisa. (1990). A comparison of frequencies of stress behaviors observed in kindergarten children in classrooms with developmentally appropriate versus developmentally inappropriate instructional practices. Early Childhood Research Quarterly, 5(3), 407-423. (ERIC Journal No. EJ421825)

Dunn, Loraine; Beach, Sara Ann y Kontos, Susan. (1994). Quality of the literacy environment in day care and children's development. Journal of Research in Childhood Education, 9(1), 24-34. (ERIC Journal No. EJ510543)

Dunn, Loraine, y Kontos, Susan. (1997a). What have we learned about developmentally appropriate practice? Research in review. Young Children, 52(5), 4-13. (ERIC Journal No. EJ547962)

Dunn, Loraine, y Kontos, Susan. (1997b). Developmentally appropriate practice: What does the research tell us? ERIC Digest. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document No. ED413106)

Hirsh-Pasek, Kathy; Hyson, Marion y Rescorla, Leslie. (1990). Academic environments in preschool: Do they pressure or challenge young children? Early Education and Development, 1(6), 401-423.

Hyson, Marion C.; Hirsh-Pasek, Kathy y Rescorla, Leslie. (1990). The classroom practices inventory: An observation instrument based on NAEYC's guidelines for developmentally appropriate practices for 4- and 5-year-old children. Early Childhood Research Quarterly, 5(4), 475-494. (ERIC Journal No. EJ423540)

Jacobson, Linda. (1996). Guidelines seek to define role of academics in children's play. Education Week, 26(13), 1, 28.

Karnes, Merle B.; Schwedel, Allan M. y Williams, Mark B. (1983). A comparison of five approaches for educating young children from low-income homes. In Consortium for Longitudinal Studies (Ed.), As the twig is bent-Lasting effects of preschool programs (pp. 133-170). Hillsdale, NJ: Erlbaum.

Katz, Lilian G. (1999a). Another look at what young children should be learning. ERIC Digest. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document No. ED430735)

Katz, Lilian G. (1999b). Curriculum disputes in early childhood education. ERIC Digest. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document No. ED436298)

Katz, Lilian G. (1996). Balancing constructivism and instructivism in the early childhood curriculum. Paper presented at the Annual Maya Zuck Lecture in
Early Childhood Education Series, Washington University, St. Louis, MO.

Marcon, Rebecca A. (1995). Fourth-grade slump: The cause and cure. Principal, 74(5), 17-20. (ERIC Journal No. EJ502896)

Marcon, Rebecca A. (1992). Differential effects of three preschool models on inner-city 4-year-olds. Early Childhood Research Quarterly, 7(4), 517-530. (ERIC Journal No. EJ458104)

Miller, Louise B., y Bizzell, Rondeall P. (1983). The Louisville experiment: A comparison of four programs. In Consortium for Longitudinal Studies (Ed.), As the twig is bent-Lasting effects of preschool programs (pp. 171-199). Hillsdale, NJ: Erlbaum.

Schweinhart, Lawrence J. (1997). Child-initiated learning activities for young children living in poverty. ERIC Digest. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document No. ED413105)

Schweinhart, Lawrence J., y Weikart, David P. (1997a). The High/Scope preschool curriculum comparison study through age 23. Early Childhood Research Quarterly, 12(2), 117-143. (ERIC Journal No. EJ554350)

Schweinhart, Lawrence J., y Weikart, David P. (1997b). Lasting differences: The High/Scope preschool curriculum comparison study through age 23 (High/Scope Educational Research Foundation Monograph No. 12). Ypsilanti, MI: High/Scope Press. (ERIC Document No. ED410019)

Sherman, Carey Wexler, y Mueller, Daniel P. (1996). Developmentally appropriate practice and student achievement in inner-city elementary schools. Paper presented at Head Start's Third National Research Conference, Washington, DC. (ERIC Document No. ED401354)

Snow, Catherine E.; Burns, M. Susan y Griffin, Peg. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy. (ERIC Document No. ED416465)

Recursos en el Web (en inglés a menos que se indique lo contrario)

Digests de ERIC que forman la base para la introducción:

Otra perspectiva sobre lo que los niños deben estar aprendiendo por Lilian G. Katz
En español: http://ceep.crc.uiuc.edu/eecearchive/digests/2000/katz00s.html
En inglés: http://ceep.crc.uiuc.edu/eecearchive/digests/1999/katzle99.html

Actividades de aprendizaje iniciadas por el niño para niños que viven en la pobreza (Child-Initiated Learning Activities for Young Children Living in Poverty) por Lawrence J. Schweinhart
http://ceep.crc.uiuc.edu/eecearchive/digests/1997/schwei97.html

Debates sobre el currículo de los programas educativos de la niñez temprana (Curriculum Disputes in Early Childhood Education) por Lilian G. Katz
http://ceep.crc.uiuc.edu/eecearchive/digests/1999/katz99b.html

Las Prácticas Apropiadas para el Desarrollo: ¿Qué Nos Dice la Investigación? por Lorraine Dunn y Susan Kontos
En español: http://ceep.crc.uiuc.edu/eecearchive/digests/1998/dunn98s.html
En inglés: http://ceep.crc.uiuc.edu/eecearchive/digests/1997/dunn97.html

El papel de modelos curriculares en la educación de la niñez temprana (The Role of Curriculum Models in Early Childhood Education) por Stacie G. Goffin
http://ceep.crc.uiuc.edu/eecearchive/digests/2000/goffin00.html

Recursos adicionales en el Web:

Effects of Preschool Curriculum Programs on School Readiness
http://ies.ed.gov/ncer/pubs/20082009/pdf/20082009.pdf

The Battle Over Head Start - What the Research Shows
(La batalla por Head Start - Lo que indica la investigación)
http://nieer.org/resources/research/BattleHeadStart.pdf

Better Teachers, Better Preschools, Student Achievement Linked to Teacher Qualifications
(Maestros mejores, programas preescolares mejores, se relaciona el logro estudiantil con las calificaciones de los maestros)
http://nieer.org/resources/policybriefs/2.pdf

Changing Curriculum for Early Childhood Education in England:
(Currículos cambiantes para la educación de la niñez temprana en Inglaterra)
http://ecrp.uiuc.edu/v4n2/kwon.html

Computadoras y niños pequeños
En español: http://ceep.crc.uiuc.edu/eecearchive/digests/2000/haugland00s.html
En inglés: http://ceep.crc.uiuc.edu/eecearchive/digests/2000/haugland00.html

Developmentally Appropriate and Culturally Responsive Education: Theory in Practice: Critical Issue Analysis from the North Central Regional Education Laboratory (NCREL)
(La educación apropiada al desarrollo y culturalmente sensible: La teoría puesta en práctica: Análisis crítico de cuestiones del Laboratorio Regional Norte-Central de la Educación, o NCREL)
http://www.nwrel.org/cfc/publications/DAP2.html

Eager to Learn: Educating Our Preschoolers
(Ansias de aprender: La educación de nuestros niños preescolares)
http://www.nap.edu/openbook.php?isbn=0309068363

Early Exposure to Direct Instruction and Subsequent Juvenile Delinquency: A Prospective Examination
(Exposición temprana a la instrucción directa y la delincuencia juvenil subsiguiente: Una inspección previsora)
http://journals.cec.sped.org/EC/Archive_Articles/VOLUME69NUMBER1FALL2002_
EC_Article_6.pdfNota del Editor: Esta dirección de Internet ya no está activa.

Escalating Kindergarten Curriculum
(La aceleración del currículo de kindergarten)
http://www.ericdigests.org/pre-9212/curriculum.htm

A Framework for Early Literacy Instruction: Aligning Standards to Developmental Accomplishments and Student Behaviors
(Estructura conceptual para la alfabetización temprana: Alineación de pautas con los logros del nivel de desarrollo de los estudiantes y con sus comportamientos)
http://www.mcrel.org/topics/products/7

Getting Schools Ready for Children: The Other Side of the Readiness Goal
(La preparación de las escuelas para los niños: El otro lado de la meta de preparación)
http://readyweb.crc.uiuc.edu/library/1994/sreb-gsr/sreb-gsr.htmlNota del Editor: Este sitio de Internet ha cambiado a otra dirección:http://readyweb.crc.uiuc.edu/virtual-library/1994/sreb-gsr/sreb-gsr.html

High/Scope
http://www.highscope.org

Kindergarten Teachers' Use of Developmentally Appropriate Practices: Results from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999
(El uso de prácticas apropiadas al desarrollo por maestros del kindergarten: Resultados del Estudio Longitudinal de la Niñez Temprana, de la clase del kindergarten de 1998-1999)
http://www.ecs.org/html/offsite.asp?document=http%3A%2F%2Fnces%2Eed%2Egov%2Fecls%2f

Moving Up the Grades: Relationship Between Preschool Model and Later School Success
(De un grado a otro: La relación entre el modelo preescolar y el éxito escolar posterior)
http://ecrp.uiuc.edu/v4n1/marcon.html

National Association for the Education of Young Children
(Asociación Nacional para la Educación de Niños Pequeños)
http://www.naeyc.org

Preschool Child-Initiated Learning Found to Help Prevent Later Problems:
(Se halla que el aprendizaje iniciada por el niño en el preescolar ayuda a prevenir problemas posteriores)
http://staging.highscope.org/Research/high_scope_curriculum/Curric_factsheet.pdf

Language Development and Science Inquiry: A Child Initiated and Teacher Facilitated Program:
(El desarrollo lingüístico y la indagación científica: Un programa iniciada por el niño y facilitado por el maestro)
http://www.temple.edu/LSS/pdf/publications/pubs2000-2.pdfNota del Editor: Este sitio de Internet ha cambiado a otra dirección:http://www.temple.edu/lss/pdf/publications/pubs2000-2.pdf

"Prekindergarten Benchmarks for Language and Literacy: Progress Made and Challenges to be Met"
(Parámetros para el lenguaje y la alfabetización de programas de pre-kindergarten: Progresos alcanzados y retos que quedan por sobrepasar)
http://nieer.org/resources/research/prekinderLLbechmarksburns.pdf

Protecting Children from Inappropriate Practices
(Proteger a niños de prácticas inapropiadas)
http://www.ericdigests.org/pre-9218/children.htm

Top 10 Signs of a Good Kindergarten Classroom
(Los 10 indicios principales de una buena clase de kindergarten)
http://www.naeyc.org/resources/eyly/1996/12.htm

10 Signs of a Great Preschool
(10 identificadores de un buen programa preescolar)
http://www.naeyc.org/resources/eyly/1996/01.htm

Recursos de ERIC

Cómo obtener documentos de ERIC y artículos de revistas:
Las referencias identificadas por ED (documento de ERIC), EJ (periódico de ERIC) o por un número PS se citan en la base de datos ERIC. El texto completo de algunos documentos de ERIC (citaciones identificadas por un número ED) se ofrece sin costo en el sitio Web de ERIC: http://www.eric.ed.gov. Los artículos de periódicos están disponibles del periódico original, por medio de servicios de préstamos entre bibliotecas, o de servicios de reproducción de artículos.

Esta búsqueda de la base de datos de ERIC se llevó a cabo en parte utilizando el término "Developmentally Appropriate Programs" (Programas apropiados al desarrollo) como "identificador" de ERIC o "Developmentally Appropriate Practices" (Prácticas apropiadas al desarrollo) como "descriptor" de ERIC, en combinación con "Academic Education" (Educación académica) o "Comparative Analysis" (Análisis comparativo) como "descriptores" de ERIC. Los resultados de esa búsqueda entonces se combinaron con los resultados de "Early Childhood Education", "Preschool Education" o "Kindergarten" (como "descriptores" de ERIC).

Si le gustaría llevar a cabo sus propias búsquedas gratuitas de la base de datos ERIC por medio del Internet, sírvase ir a http://www.eric.ed.gov/ERICWebPortal/Home.portal?_
nfpb=true&_pageLabel=ERIC_Search.

Direct Instruction vs. Child-Initiated Learning

ERIC database search through 3/2004

ED475599 PS031269
Title: State of the Art of Early Childhood Education, 2003.
Author(s) Katz, Lilian G.
Pages: 17
Publication Date: May 20, 2003
Notes: Paper based on a lecture presented at the University of Louisiana, Lafayette, LA, May 20, 2003.
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Opinion papers (120); Speeches/meeting papers (150)
Geographic Source: U.S.; Illinois
Journal Announcement: RIEDEC2003

As long as progress is being made in any field, and new strategies, knowledge, and insights are being developed, there must always be a gap between the theoretical or knowledge base and practices. However, the gap between what is known about how best to support the growth, development, and learning of young children and the nature of actual typical practices involved in their care and education is tragically large. Noting that the major challenge to the early childhood profession is how this gap might be reduced, this paper examines briefly six major issues confronting the early childhood field. These issues are: (1) the lasting effects of early experience; (2) the critical period of neurological development; (3) regardless of children's early experience, all children come to school with lively minds, with an inborn disposition to make sense of their experiences, observations, and feelings; (4) the critical period in social development; (5) the development of communicative competence; and (6) development and cultural identity. Having distinguished between academic and intellectual goals and activities, the paper concludes by suggesting that the best way to ensure good quality educational environments in which all children can develop and learn is by focusing collective and individual teacher and teacher educator energies on the quality of day-to-day interactions with children so that these interactions are rich, interesting, engaging, satisfying, and meaningful. (Contains 13 references.) (HTH)

Descriptors: Childhood Needs; *Developmentally Appropriate Practices; *Early Childhood Education; Early Experience; Educational Quality; Interpersonal Communication; Learning Processes; Objectives; Preschool Curriculum; Social Development; *Teaching (Occupation); *Theory Practice Relationship
Identifiers: *Best Practices; Brain Development

ED473928 PS031080
Title: Focused Early Learning: A Planning Framework for Teaching Young Children.
Author(s) Gronlund, Gaye
Pages: 168
Publication Date: 2003
ISBN: 1-929610-30-0
Available from: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Availability: Redleaf Press, 450 North Syndicate, Suite 5, St. Paul, MN 55104-4125 ($34.95). Tel: 800-423-8309 (Toll Free); Tel: 651-641-
0305; Fax: 800-641-0115 (Toll Free); Web site: http://www.redleafpress.org.
Language: English
Document Type: Guides--Classroom--Teacher (052)
Geographic Source: U.S.; Minnesota
Journal Announcement: RIEOCT2003
Target Audience: Teachers; Practitioners

This guide provides field-tested frameworks for planning and for reflection to assist preschool teachers in integrating popular curricular approaches. Chapter 1 of the guide describes the key components of a good preschool curriculum related to learning, a rich classroom environment, respectful caring relationships with children and families, observation and reflection, and adjustments and accommodations. Chapter 2 introduces the planning and reflection frameworks, discussing how they are used and offering tips for creating such frameworks. Chapter 3 focuses on creating a rich classroom environment and discusses setting up the learning areas, planning with learning goals in mind, and deciding how to change materials and activities. Chapter 4 explores building relationships with individual children and making individual adjustments to help, support, and challenge each child. Chapter 5 focuses on incorporating academic and developmental learning activities, and determining how to make academics developmentally appropriate for preschoolers. Chapter 6 deals with planning for physical activities and outdoor explorations. Chapter 7 focuses on balancing child choice with teacher-led activities, examining the classroom environment and how to use it effectively with preschoolers. Chapter 8 explores planning for ongoing projects and studies, and being responsive to the emerging interests of the children. Finally, chapter 9 demonstrates how to integrate the above areas into focused observations and assessing children's learning. The guide's two appendices contain the focused early learning forms and 14 references. (KB)

Descriptors: Active Learning; Childhood Interests; *Developmentally Appropriate Practices; Family School Relationship; *Integrated Curriculum; Observation; *Preschool Curriculum; Preschool Education; Reflective Teaching; Student Evaluation; Teacher Student Relationship; Young Children

EJ651046 PS533266
Title: A Comparison of Early Childhood and Elementary Education Students' Beliefs about Primary Classroom Teaching Practices.
Author(s) File, Nancy; Gullo, Dominic F.
Source: Early Childhood Research Quarterly, v17 n1 p126-37 2002
Publication Date: 2002
ISSN: 0885-2006
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJDEC2002

Viewpoints of 119 preservice teachers were examined at beginning or end of programs in early childhood (ECED) or elementary education (ELED). Compared to ELED students, ECED students favored primary education practices more consistent with constructivist nature of NAEYC guidelines in several areas. Student teachers favored more frequent use of less developmentally appropriate behavior management strategies than did beginning students. (Author/KB)

Descriptors: *Beliefs; *College Students; Comparative Analysis; *Developmentally Appropriate Practices; Early Childhood Education; *Educational Practices; Elementary Education; *Preservice Teachers; Primary Education; *Student Attitudes; Student Teacher Attitudes; Student Teachers

ED470308 PS030819
Title: Dealing with the Dilemmas of K-3 Teaching.
Author(s) McDaniel, Ginger; Isaac, Mariam; Brooks, Heather; Hatch, Amos
Pages: 22
Publication Date: November 2002
Notes: Paper presented at the Annual Meeting of the National Association for the Education of Young Children (New York, NY, November 20-23, 2002).
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Opinion papers (120); Speeches/meeting papers (150)
Geographic Source: U.S.; Tennessee
Journal Announcement: RIEJUL2003

This paper serves as a reflective dialog around the special circumstances of teaching in contemporary kindergarten through grade 3 classrooms. Three public school teachers who were prepared to teach in a program emphasizing an understanding of developmentally appropriate practice (DAP) describe their experiences teaching in public school classrooms where DAP implementation is significantly constrained. The paper highlights the dilemmas faced by three teachers (kindergarten, first grade, and third grade) as they implement programs they think are appropriate and effective for their students while accommodating the expectations of their school systems that demand accountability and often limit what is to be taught and how it should be taught. None of the teachers had been teaching for more than 4 years. The body of the paper includes examples of how these three young teachers deal with the realities of teaching in public school primary classrooms. After brief introductions to the teacher authors and their settings, the paper recounts each teacher's answers to four questions that organize the paper. These questions represent the essence of the dilemmas and are related to: (1) dealing with pressures for academic achievement and providing developmentally appropriate experiences; (2) meeting the needs of individual children while keeping the whole classroom running smoothly; (3) dealing with expectations from administrators, parents, and other teachers that do not match with the teacher's own perspectives on good K-3 teaching; and (4) helping children see that learning itself is valuable while working within a system that teaches them that academic performance is what really matters. The paper concludes with a list of suggestions for ways to deal with K-3 teaching dilemmas. (KB)

Descriptors: *Academic Standards; Accountability; *Developmentally Appropriate Practices; *Educational Practices; *Elementary School Teachers; Personal Narratives; *Preschool Teachers; *Primary Education; Teacher Attitudes; Teaching (Occupation)

ED468861 PS030595
Title: What's Appropriate about Developmentally Appropriate Practices? Observing Early Childhood Development Center Classroom Environments.
Author(s) Ricard, Richard J.; Brown, Angela; Sanders, Jana
Pages: 15
Publication Date: April 2002
Notes: In: "Early Childhood Literacy: Programs & Strategies To Develop Cultural, Linguistic, Scientific and Healthcare Literacy for Very
Young Children & their Families, 2001 Yearbook"; see PS 030 591.
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports--Research (143)
Geographic Source: U.S.; Texas
Journal Announcement: RIEMAY2003

This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-
Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the dual-language ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population. The chapter details a study providing a descriptive account of practices in five early elementary classrooms in the ECDC wherein developmentally appropriate practice (DAP) principles have been the focus of curriculum development and teacher inservice training. Three specific prescriptive components of DAP were explored in the study: age appropriateness, individual appropriateness, and center-based instruction. The extent to which these three prescriptive practices were a part of the daily reality in the observed classrooms was assessed through non-obtrusive observational methods. Findings revealed that even within a setting specifically designed to facilitate developmentally appropriate education, there was substantial variation surrounding major themes and teaching strategies. A lack of understanding about the specific tools for promoting developmentally appropriate environments remains the major challenge for teacher
education programs. (EV)

Descriptors: Bilingual Education; Child Development; Child Development Centers; Classroom Research; College School Cooperation;
*Developmentally Appropriate Practices; *Early Childhood Education; *Laboratory Schools; *Teacher Effectiveness; Teaching Methods; Young
Children Identifiers: Corpus Christi Independent School District TX; Texas (Corpus Christi); *Texas A and M University Corpus Christi

EJ661541 PS533552
Title: Entries from a Staff Developer's Journal...Helping Teachers Develop as Facilitators of Three- to Five-Year-Olds' Science Inquiry.
Author(s) Moriarty, Robin Friedrichs
Source: Young Children, v57 n5 p20-24 Sep 2002
Publication Date: 2002
ISSN: 0044-0728
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJJUN2003

To support science inquiry in preschools, the Education Development Center in Newton, Massachusetts, developed three teacher's guides to
help teachers identify science-rich questions embedded in children's play and use those questions to engage the children in age-appropriate
science inquiry. This article follows three Head Start teacher teams as they use one of the guides for the first time. (TJQ)

Descriptors: Curiosity; *Developmentally Appropriate Practices; Early Childhood Education; *Experiential Learning; *Hands on Science;
Instructional Materials; Knowledge Base for Teaching; *Science Activities; *Science Education; *Science Instruction; Staff Development; Teacher Attitudes; Teaching Guides
Identifiers: Education Development Center MA; Project Head Start; *Reflective Thinking; Reflective Writing

ED464718 PS030318
Title: Developing Constructivist Early Childhood Curriculum: Practical Principles and Activities. Early Childhood Education Series.
Author(s) DeVries, Rheta; Zan, Betty; Hildebrandt, Carolyn; Edmiaston, Rebecca; Sales, Christina
Pages: 250
Publication Date: 2002
ISBN: 0-8077-4120-5
Available from: Document Not Available from EDRS.
Availability: Teachers College Press, P.O. Box 20, Williston, VT 05495-0020 ($24.95). Tel: 800-575-6566 (Toll Free); Fax: 802-864-7626; Web site: http://www.tcpress.com.
Language: English
Document Type: Book (010); Guides--Non-classroom (055); Information Analysis (070)
Geographic Source: U.S.; New York
Journal Announcement: RIENOV2002

This book provides a constructivist interpretation of developmentally appropriate preschool and kindergarten curriculum, incorporating descriptions of how activities are transformed over time and how children's reasoning is transformed, and placing the interpretation in the context of the play-oriented approach advocated by the National Association for the Education of Young Children (NAEYC). The book's introduction argues that NAEYC's criticism of inappropriate "work" in early childhood education has had the effect of giving all work a bad name and that both play and work can engage children's interest, experimentation, and cooperation, and meet the criteria for constructivist activities. Part 1 of the book focuses on theoretical and practical foundations for developing constructivist early childhood curriculum. Parts 2 and 3 offer detailed descriptions of classroom activities and principles of teaching followed by constructivist teachers. Each part begins with an introduction setting the stage for the following chapters, detailing stages in children's reasoning, and presenting general teaching principles. Chapter 1 describes four types of classrooms reflecting different interpretations of the role of play in early childhood education. Chapter 2 defines constructivist education and discusses general principles of teaching. Chapter 3 examines assessment and documentation of learning in constructivist classrooms. Chapter 4 begins the presentation of physical-knowledge activities, presenting classroom activities related to shadows in different types of classrooms. Chapter 5 focuses on musical instrument making as a physical-knowledge activity and provides examples of two types of musical instruments and simple experiments with them. Chapter 6 describes how cooking is typically presented in different classroom types and discusses issues to be resolved before bringing cooking into the classroom. Chapter 7 follows highlights of the process that a teacher and child followed as the child experimented with water draining and the movement of water. Chapter 8 describes the development of geometric reasoning in preschoolers through the use of pattern blocks and frames and uses examples from a prekindergarten classroom to illustrate a constructivist approach. Chapter 9 describes group games to teach mathematics in a preschool classroom. Chapter 10 presents the story of two preschoolers' checkers play throughout the school year and describes development in their practice of the rules and in their interpersonal understanding. The book's appendix provides an explanation of the stages in children's reasoning about shadows. (Contains 152 references.) (KB)

Descriptors: Class Activities; *Constructivism (Learning); *Developmentally Appropriate Practices; *Early Childhood Education; Educational Practices; Educational Theories; *Kindergarten; Kindergarten Children; Learning Activities; Piagetian Theory; *Play; Preschool Children; *Preschool Curriculum; Science Activities
Identifiers: Play Learning; Social Constructivism

EJ645941 RC515317
Title: Loving To Learn: Protecting a Natural Impulse in a Technocratic World.
Author(s) House, Richard
Source: Paths of Learning: Options for Families & Communities, n12 p32-36 Spr 2002
Publication Date: 2002
Notes: Theme issue title: "Spirituality in Education."
ISSN: 1056-9197
Language: English
Document Type: Information Analysis (070); Journal articles (080); Opinion papers (120)
Journal Announcement: CIJSEP2002

Mainstream education forces an adult-centric agenda onto young children which is developmentally inappropriate and educationally unnecessary. Parents can nourish their children's love of learning by challenging current educational practices and by letting their children play and experience nature. The 3 R's should be replaced with the 3 I's--intimacy, initiative, and imagination. (Contains 25 references.) (TD)

Descriptors: *Developmentally Appropriate Practices; Early Childhood Education; *Educational Environment; *Educational Needs; *Educational Philosophy; Foreign Countries; Imagination; Parent Responsibility; *Play; Politics of Education; Spirituality; *Student Motivation; Teacher Student Relationship
Identifiers: Great Britain; Nature

ED463091 PS030245
Title: Critical Inquiry of Teachable Moment-Oriented Curriculum from the Perspective of Developmentally and Culturally Appropriate Pedagogy.
Author(s) Hyun, Eunsook
Pages: 20
Publication Date: April 2002
Notes: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; Ohio
Journal Announcement: RIESEP2002

Although early childhood education (ECE) teachers frequently use the concept of the "teachable moment" (TM) when they reflect upon their teaching experiences, there is a lack of discussion in the professional literature regarding what a TM is or how teachers construct the notion of TM-oriented curriculum practice through their interactions with all young children. This qualitative study used the theoretical frameworks of ethnography and heuristics to explore ECE inservice and preservice teachers' TM-oriented practices from the perspective of Developmentally and Culturally Appropriate Practice (DCAP), focusing on whether a teacher's TM is relevant to the learner's "learning moment." Participating in the study were preservice teachers enrolled in an ECE field-based curriculum course emphasizing DCAP, their inservice cooperating teachers, and inservice teachers taking the course to update their certification. Participants reflected biweekly on their teaching/observation experiences exemplifying TM-oriented practices under the notion of DCAP. Heuristic field notes were also collected during class discussion and field site visits. Data were analyzed using qualitative coding techniques to identify categories and patterns that presented emerging themes. Findings indicated that most prospective teachers perceived that TM-oriented practice depended upon a teacher's ability to read children's initiation. Many inservice teachers strengthened their TM-oriented practice in responding to special-needs students' unique conditions. To most experienced teachers, TM was based on careful observation and interaction with children, an ability to recognize and interpret their observations according to their understanding of child development, and strong beliefs about what is important to teach. Prospective teachers who tried to emphasize DCAP co-created a valuable and interdependent learning moment. (Contains 51 references.) (KB)

Descriptors: College Students; *Culturally Relevant Education; Definitions; *Developmentally Appropriate Practices; Early Childhood Education; Educational Practices; Ethnography; Heuristics; Higher Education; Preschool Curriculum; *Preschool Teachers; *Preservice Teachers; *Reflective Teaching; *Teacher Role; Teacher Student Relationship
Identifiers: Teachable Moments

ED464718 PS030318
Title: Developing Constructivist Early Childhood Curriculum: Practical Principles and Activities. Early Childhood Education Series.
Author(s) DeVries, Rheta; Zan, Betty; Hildebrandt, Carolyn; Edmiaston, Rebecca; Sales, Christina
Pages: 250
Publication Date: 2002
ISBN: 0-8077-4120-5
Available from: Document Not Available from EDRS.
Availability: Teachers College Press, P.O. Box 20, Williston, VT 05495-0020 ($24.95). Tel: 800-575-6566 (Toll Free); Fax: 802-864-7626; Web site: http://
www.tcpress.com.
Language: English
Document Type: Book (010); Guides--Non-classroom (055); Information Analysis (070)
Geographic Source: U.S.; New York
Journal Announcement: RIENOV2002

EJ639716 PS532329
Title: It Is Developmentally Inappropriate To Have Children Work Alone at the Computer?
Author(s) Chang, Ni
Source: Information Technology in Childhood Education Annual, p247-65 2001
Publication Date: 2001
ISSN: 1522-8185
Language: English
Document Type: Information Analysis (070); Journal articles (080)
Journal Announcement: CIJJUN2002

Examines role of teacher observation in children's free play at classroom computers. Considers Piaget's theory of interaction and Vygotsky's theory of zone of proximal development as groundwork for discussing the benefits of teacher observation to a developmentally appropriate classroom, including promoting confidence, selecting software, working with children with special needs, monitoring appropriate content, and promoting construction of math concepts. (JPB)

Descriptors: Class Activities; *Classroom Observation Techniques; Classroom Techniques; *Computer Assisted Instruction; Computer Uses in Education; *Developmentally Appropriate Practices; Educational Theories; Preschool Education; *Preschool Teachers; *Teacher Role; Teacher Student Relationship
Identifiers: Piaget (Jean); Vygotsky (Lev S)

EJ637831 PS532464
Title: Shaping the Learning Environment: Connecting Developmentally Appropriate Practices to Brain Research.
Author(s) Rushton, Stephen; Larkin, Elizabeth
Source: Early Childhood Education Journal, v29 n1 p25-33 Fall 2001
Publication Date: 2001
ISSN: 1082-3301
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJMAY2002

Highlights connections between recent findings in brain research and principles of Developmentally Appropriate Practices, discussing implications for early childhood education practice. Explores the similarities between brain research findings and a constructivist approach in which environments are designed to gain the learner's attention, foster meaningful connections with prior understanding, and maximize short- and long-term memory through patterns and active problem solving. (JPB)

Descriptors: *Brain; Cognitive Development; *Constructivism (Learning); *Developmentally Appropriate Practices; *Early Childhood Education; Theory Practice Relationship; Young Children
Identifiers: *Brain Development

EJ633346 PS531962
Title: National Survey Reveals Gaps in the Public's and Parents' Knowledge about Early Childhood Development.
Author(s) Lally, J. Ronald; Lerner, Claire; Lurie-Hurvitz, Erica
Source: Young Children, v56 n2 p49-53 Mar 2001
Publication Date: 2001
ISSN: 0044-0728
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJMAR2002

This article summarizes findings of "What Grown-ups Understand about Child Development," a national survey to gauge America's knowledge about child development. The findings suggest a need for more and better information on topics such as expectations of young children at different ages, theories on spanking and spoiling, and choices of activities to promote development. (TJQ)

Descriptors: *Child Behavior; *Child Development; Day Care Effects; *Developmental Stages; *Developmentally Appropriate Practices; Discipline; Early Childhood Education; Government Role; *Knowledge Level; Parent Attitudes; Parenthood Education; Parenting Skills; *Parents; Play; Public Opinion; Public Policy
Identifiers: Grandparent Role

EJ633341 PS531957
Title: Rigorous Academics in Preschool and Kindergarten? Yes! Let Me Tell You How.
Author(s) Gronlund, Gaye
Source: Young Children, v56 n2 p42-43 Mar 2001
Publication Date: 2001
ISSN: 0044-0728
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJMAR2002

Explains how high quality early childhood programs address academics, including assessment, and are accountable to early childhood standards. Describes how the early childhood learning situation that looks very much like play is actually a carefully designed and organized learning environment that provides structure, stimulation, and support for each child's individual development. (TJQ)

Descriptors: Classroom Environment; *Developmentally Appropriate Practices; Early Childhood Education; *Experiential Learning; Individual Development; *Learning Activities; Learning Experience; Play; *Student Centered Curriculum; *Teacher Role
Identifiers: Learning Environment; *Play Learning

EJ631427 PS531924
Title: Teaching the Alphabet to Young Children.
Author(s) Wasik, Barbara A.
Source: Young Children, v56 n1 p34-40 Jan 2001
Publication Date: 2001
ISSN: 0044-0728
Language: English
Document Type: Guides--Classroom--Teacher (052); Journal articles (080)
Journal Announcement: CIJFEB2002

Clarifies issues surrounding teaching of the alphabet to preschoolers. Considers the meaning of "teaching" and examines links between letter knowledge, phonemic awareness, and learning to read. Presents suggestions for teaching the alphabet within developmentally appropriate practice guidelines, including beginning with the familiar, creating a context linking alphabet knowledge to reading/writing, providing writing opportunities, and using direct instruction when appropriate. (KB)

Descriptors: *Developmentally Appropriate Practices; Educational Practices; Emergent Literacy; *Letters (Alphabet); *Preschool Curriculum; Preschool Education; *Young Children
Identifiers: Phonemic Awareness

EJ624722 EA538206
Title: Early Learners: Are Full-Day Academic Kindergartens Too Much, Too Soon?
Author(s) Natale, Jo Anna
Source: American School Board Journal, v188 n3 p22-25 Mar 2001
Publication Date: 2001
ISSN: 0003-0953
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
Journal Announcement: CIJOCT2001

Although most people believe that schools exist to help children learn and achieve, some wonder why children's instruction must be hurried and why kindergarten is becoming so academic. Full-day programs, which accommodate parents' work schedules, are now commonplace; they may benefit some disadvantaged kids more than their affluent counterparts. (MLH)

Descriptors: *Academic Education; *Developmentally Appropriate Practices; Disadvantaged Youth; *Discovery Learning; *Full Day Half Day Schedules; Kindergarten; Middle Class; Public Schools; *Skill Development; Young Children
Identifiers: Elkind (David)

ED453909 PS029399
Title: Recommendations for Kindergarten Retention: Assessing Classroom Practices and Their Relationship to
Non-Promotion Decisions.
Author(s) Neuharth-Pritchett, Stacey
Pages: 24
Publication Date: April 2001
Notes: Portions of this paper were presented at the Annual Meeting of the American Educational Research
Association (Seattle, WA, April 10-14, 2001).
Sponsoring Agency: Georgia Univ., Athens. Coll. of Education. (IEE29175)
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; Georgia
Journal Announcement: RIENOV2001

This study examined kindergarten retention rates and their relationship to teacher beliefs and classroom practice. Data from a sub-sample of 22 teachers in a rural Georgia school district, who were classified as exhibiting either high or low levels of developmental appropriateness in their teaching, suggested that teachers whose practices were observed to be more child-centered were less likely to recommend retention for children. Unexpectedly, the study found inconsistency between teachers' self-reported beliefs about appropriate teaching practices and measures of their actual classroom practice. (Contains 23 references.) (EV)

Descriptors: *Developmentally Appropriate Practices; Educational Philosophy; *Grade Repetition; *Kindergarten; Kindergarten Children; *Preschool Teachers; Primary Education; *Teacher Attitudes; Teacher Behavior; Teaching Methods

ED452274 TM032562
Title: Parents' and Teachers' Subjective Beliefs about Developmentally Appropriate Practices.
Author(s) Ernest, James M.
Pages: 33
Publication Date: April 2001
Notes: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).
Available from: EDRS Price MF01/PC02 Plus Postage.
Language: English
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; New York
Journal Announcement: RIESEP2001

The purposes of this study were: (1) to determine if unique or shared viewpoints existed between teachers and parents concerning developmentally appropriate practices (DAP) and developmentally inappropriate practices (DIP); (2) to investigate differences between participants' subjective beliefs about DAP and DIP; and (3) to explore relationships between the viewpoints and families' and teachers' demographic information. Fifteen teachers and fifteen parents of children from three Head Start settings participated in the study. Q-methodology was used to structure the data collection, analysis, and interpretation of the data. Two contrasting beliefs about DAP and DIP emerged from the analysis. Results indicate a shared belief that early childhood practices should be naturally motivating and problem-solving activities, where the program explores a multitude of diversity issues, with open communication among all the stakeholders. A secondary belief system existed that reflected the continuum from teacher-directed to child-initiated activities. (Contains 1 figure, 3 tables, and 63 references.) (Author/SLD)

Descriptors: *Beliefs; *Child Development; Developmental Stages; *Developmentally Appropriate Practices; Parent Attitudes; *Parents; Preschool Education; Q Methodology; Teacher Attitudes; *Teachers
Identifiers: Project Head Start

EJ621995 PS531535
Title: The Preschool Dilemma--It's Not Whether They Go, but What They Do When They Get There. Developmentally Appropriate Practice.
Author(s) Haller, Marilyn L.
Source: Journal of Early Education and Family Review, v8 n3 p7-12 Jan-Feb 2001
Publication Date: 2001
ISSN: 1084-6603
Language: English
Document Type: Information Analysis (070); Journal articles (080)
Journal Announcement: CIJAUG2001

Provides a historical overview of the research concerning young children's school attendance. Notes that the research favors developmentally appropriate practices and shows that, overall, child-initiated environments are associated with higher levels of cognitive functioning. Stresses the importance of preparing early childhood teachers to successfully utilize developmentally appropriate practices in their classroom applications. (SD)

Descriptors: *Developmentally Appropriate Practices; *Educational History; Preschool Children; Preschool Curriculum; *Preschool Education; *Teacher Education; Teacher Education Curriculum
Identifiers: *Age Appropriateness; Age Relevance

EJ602127 PS530226
Title: Academics, Literacy, and Young Children: A Plea for a Middle Ground.
Author(s) Nel, Elizabeth M.
Source: Childhood Education, v76 n3 p136-41 Spr 2000
Publication Date: 2000
ISSN: 0009-4056
Language: English
Document Type: Journal articles (080); Opinion papers (120)
Journal Announcement: CIJAUG2000

Advocates providing opportunities for child-initiated literacy experiences within a free play setting in
early childhood education programs. Presents a rationale for meaningful academic content in preschools,
including the need for early adult models and advantages of free-play over structured settings. Details
methods of promoting literacy in preschool settings, including providing materials and modeling and
interacting with the children. (KB)

Descriptors: Academic Achievement; Classroom Environment; *Early Childhood Education; *Emergent Literacy;
Instructional Materials; Modeling (Psychology); *Play; Preschool Curriculum; Teacher Student Relationship;
*Young Children
Identifiers: Academic Orientation

ED443549 PS028709
Title: Principals and Play: A Qualitative Study of Administrator Beliefs about the Place of Play in K-2 Programs.
Author(s) Smith, Kenneth E.; Smith, Mary K.
Pages: 37
Publication Date: April 2000
Notes: Paper presented at the Annual Conference of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).
Available from: EDRS Price MF01/PC02 Plus Postage.
Language: English
Document Type: Reports-Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; Nebraska
Journal Announcement: RIEJAN2001

Noting that the quality of early childhood education (ECE) programs offered in public schools is directly affected by the understanding of and value placed on such a program by the building principal, this qualitative study examined principals' understanding and beliefs about children's play and its place in K-2 early childhood programs. Phase 1 of the study involved gathering group survey data on general beliefs about ECE. Findings from Phase 1 suggested that the administrators scored high on the developmentally appropriate practice scale (DAP) and low on the traditional practices (TRAD) scale. Phase 2 involved the selection of four participants representing four belief types: (1) low DAP, high TRAD beliefs; (2) high DAP, low TRAD; (3) high DAP, high TRAD; and (4) low DAP, low TRAD. Individual hour-long interviews were audiotaped and transcribed. The overriding theme emerging from the transcripts was that the principals overestimated their level of expertise about children's play and displayed unwarranted confidence in their ability to deal with issues regarding its role in ECE. Principals lacked relevant preparation and experience, lacked specific knowledge about play, and lacked understanding about its curricular role. (Contains 65 references.) (KB)

Descriptors: *Administrator Attitudes; *Administrator Qualifications; Administrator Responsibility; Beliefs; Developmentally Appropriate Practices; Educational Practices; Educational Quality; Knowledge Level; *Play; Primary Education; *Principals; Qualitative Research

ED441615 PS028634
Title: Kindergarten Teachers' Use of Developmentally Appropriate Practices: Results from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999.
Author(s) Rathbun, Amy H.; Walston, Jill T.; Hausken, Elvira Germino
Pages: 30
Publication Date: April 2000
Notes: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).
Available from: EDRS Price MF01/PC02 Plus Postage.
Language: English
Document Type: Reports-Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIENOV2000

This longitudinal study examined the extent to which developmentally appropriate practices of teaching and evaluation are accepted and implemented in primary schools and the relationship of teacher educational background and experience with the use of these practices. Data were obtained from the Early Childhood Longitudinal Study kindergarten class of 1998-1999. The research design was guided by an ecological systems perspective, in which the child's physical, cognitive, and socio-emotional development are considered across multiple contexts. The total sample was comprised of 3,047 kindergarten teachers from public and private schools. Findings revealed that half-day teachers spent 3.5 hours and full-day teachers spent 5 hours per day in instructional activities. Half- and full-day teachers spent similar proportions of time in different grouping arrangements, with teacher-directed whole-class grouping comprising the greatest portion of the instructional day. Numerous differences were reported between public and private elementary schools, including proportion of time in teacher-directed whole- class instruction. The majority of kindergarten teachers reported having several activity centers in their classrooms, with differences related to type of school (public versus private), teachers' education level, and teachers' certification area. Teachers were more likely to favor ratings that compared a child's performance with prior performance and that evaluated a child's effort over ratings that compared performance with peers or outside standards. Only type of school (public versus private) was related to type of student evaluation preferred by the teacher. (Contains 12 references.) (KB)

Descriptors: Classroom Environment; Comparative Analysis; *Developmentally Appropriate Practices; Educational Practices; *Kindergarten; Longitudinal Studies; *Preschool Teachers; Primary Education; Private Schools; Public Schools; Student Evaluation; *Teacher Attitudes; Teacher Background; Teacher Student Relationship; Teacher Surveys; Teaching Experience
Identifiers: Early Childhood Longitudinal Survey

EJ610313 PS530759
Title: Engaged Pedagogy: One Alternative to "Indoctrination" into DAP.
Author(s) O'Brien, Leigh M.
Source: Childhood Education, v76 n5 p283-88 Annual Theme 2000
Publication Date: 2000
Notes: Annual Theme Issue: "Preparing School Personnel for the 21st Century." ISSN: 0009-4056
Language: English
Document Type: Journal articles (080); Opinion papers (120)
Journal Announcement: CIJJAN2001

Argues that teacher educators must ensure that early childhood teachers learn to create critical curricula aimed at fostering democratic citizens rather than implement given appropriate practices into which they have been indoctrinated. Advocates engaged pedagogy as an approach to counter the indoctrination approach to teacher education. Describes the author's journey from Piagetian constructivism to an engaged pedagogy approach. (KB)

Descriptors: Constructivism (Learning); *Developmentally Appropriate Practices; Early Childhood Education; *Educational Philosophy; Feminism; *Teacher Education
Identifiers: Student Engagement; Twenty First Century

EJ610294 PS530740
Title: Using NAEYC's Code of Ethical Conduct To Negotiate Professional Problems.
Author(s) Greenberg, Polly
Source: Young Children, v55 n4 p86-87 Jul 2000
Publication Date: 2000 ISSN: 0044-0728
Language: English
Document Type: Guides-Non-classroom (055); Journal articles (080)
Journal Announcement: CIJJAN2001

Presents readers' responses to an ethical dilemma "What Should a Teacher Do When a Parent Defines Academically Rigorous Education Differently Than She Does?"
Notes that responses focused on defending practices rather than working with parents. Presents suggestions from a principal for a K-2 school, including developing an assessment profile of the student and seeking a common ground with parents. (KB)

Descriptors: Codes of Ethics; Developmentally Appropriate Practices; *Early Childhood Education; Educational Practices; *Ethics; Kindergarten; Kindergarten Children; Parent Teacher Cooperation; Problem Solving; *Young Children
Identifiers: National Association Educ of Young Children; *Professional Ethics

EJ610289 PS530735
Title: Partners at Last: Head Start and Elementary Schools Working Together.
Author(s) Hoyt, Linda
Source: Young Children, v55 n4 p71-73 Jul 2000
Publication Date: 2000 ISSN: 0044-0728
Language: English
Document Type: Journal articles (080); Reports-Descriptive (141)
Journal Announcement: CIJJAN2001

Describes the development of a Head Start-public school partnership in Oregon from space sharing and mutually planned activities to coordinating a seamless transition between programs. Focuses on the joint use of the First Steps reading, writing, spelling, and oral language developmental continuums. Concludes that the newly articulated curriculum was key to seamless early childhood instruction. (KB)

Descriptors: Cooperation; *Developmental Continuity; Developmentally Appropriate Practices; Elementary Education; Elementary School Curriculum; *Emergent Literacy; *Partnerships in Education; Preschool Curriculum; Preschool Education; Teaching Methods; *Transitional Programs; Young Children

ED445775 PS028611
Title: Still! Unacceptable Trends in Kindergarten Entry and Placement. A Position Statement. Revision and Update. Author Affiliation: National Association of Early Childhood Specialists in State Departments of Education.(BBB25995)
Pages: 19
Publication Date: 2000
Notes: This position statement was adopted at the Annual Meeting of the National Association of Early Childhood Specialists in State Departments of Education (Chicago, IL, November 11, 1987). For 1987 Position Statement, see ED 297 856.
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Opinion papers (120)
Geographic Source: U.S.; Colorado
Journal Announcement: RIEMAR2001

Noting that the persistence of unacceptable trends in kindergarten entry and placement practices narrows the curriculum in kindergarten and primary education, constricts equal educational opportunity, and curtails the exercise of professional responsibilities of early childhood educators, this position statement of the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) is offered to increase public awareness about educational policies and practices affecting young children. Following an overview, the statement discusses six principles of kindergarten entry and placement related to: (1) guarding the integrity of effective, developmentally appropriate programs for young children; (2) enrolling children in kindergarten based on their legal right to enter; (3) involving kindergarten teachers and administrators in student assessment decisions; (4) rejecting retention as a viable option for young children; (5) using kindergarten entrance tests in initial planning and information-sharing with parents; and (6) welcoming all children into heterogeneous kindergarten settings. The statement concludes with a challenge to make adjustments that would make education more responsive to the needs of young children, and to allow only those practices that are beneficial to young children. (Contains 48 references.) (KB)

Descriptors: Age Grade Placement; Developmentally Appropriate Practices; Educational Practices; Grade Repetition; *Kindergarten; *Kindergarten Children; Position Papers; Primary Education; School Entrance Age; *School Readiness; Social Promotion; Student Adjustment; *Student Placement; *Transitional Programs
Identifiers: National Association Early Childhood Specialists

EJ606944 PS530359
Title: How Are Developmentally Appropriate or Traditional Teaching Practices Related to the Mathematics Achievement of General and Special Education Students?
Author(s) Gelzheiser, Lynn M.; Griesemer, Bonnie A.; Pruzek, Robert M.; Meyers, Joel
Source: Early Education and Development, v11 n2 p217-38 Mar 2000
Publication Date: 2000 ISSN: 1040-9289
Language: English
Document Type: Journal articles (080); Reports-Research (143)
Journal Announcement: CIJNOV2000

Examined the relationship between primary teachers' implementation of developmentally appropriate and traditional teaching methods and the mathematics achievement of general and special education students. Found that mathematics achievement was associated with a reported measure of instruction that emphasized mathematical processing and strategy instruction. (LBT)

Descriptors: *Classroom Techniques; *Developmentally Appropriate Practices; *Disabilities; Elementary Education; *Mathematics Achievement; Observation; Performance Factors; Questionnaires; Teaching Methods; Young Children
Identifiers: Mathematics Process Skills

ED439855 PS028527
Title: Linking Standards and Engaged Learning in the Early Years.
Author(s) Helm, Judy Harris; Gronlund, Gaye
Source: Early Childhood Research & Practice, v2 n1 Spr 2000
Pages: 20
Publication Date: 2000
Notes: In: ECRP, Volume 2, Number 1; see PS 028 521. ISSN: 1524-5039
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: For full text: http://ecrp.uiuc.edu/v2n1/helm.html.
Language: English
Document Type: Journal articles (080); Reports-Evaluative (142)
Geographic Source: U.S.; Illinois
Journal Announcement: RIESEP2000

Early childhood educators are increasingly concerned about the trend toward national standards and national testing. This article addresses issues of assessment in the early years of schooling, prekindergarten through third grade-a period when active, engaged, hands- on learning is most appropriate. Documentation of a kindergarten project on a turtle is presented to show how a science content standard is attained and how evidence is gathered that demonstrates the attainment of those skills inherent in the standard. The article then presents a framework for helping teachers and administrators to think about standards and the documentation of attainment of standards in ways that are compatible with how young children learn. The documentation procedures are especially compatible with approaches to learning that encourage student initiation and interest, such as the Project Approach. Three drawings, 2 photographs, and 4 figures present works of the children's projects. (Contains 13 references.) (Author/LPP)

Descriptors: *Academic Standards; Classroom Observation Techniques; Developmentally Appropriate Practices; *Documentation; Early Childhood Education; *Educational Assessment; Evaluation Criteria; Evaluation Methods; Kindergarten; *National Standards; Primary Education; Science Education; *Student Evaluation; *Student Projects; Teaching Methods
Identifiers: National Science Education Standards; *Project Approach (Katz and Chard)

EJ610267 PS530712
Title: Observed Stress Behaviors of 1st-Grade Children Participating in More and Less Developmentally Appropriate Activities in a Computer-based Literacy Laboratory.
Author(s) Ruckman, Andrea Young; Burts, Diane C.; Pierce, Sarah H.
Source: Journal of Research in Childhood Education, v14 n1 p36-46 Fall-Win 1999
Publication Date: 1999
ISSN: 0256-8543
Language: English
Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJAN2001

Examined the relationship between more and less developmentally appropriate learning activities (MDAP, LDAP) and stress and nonstress behaviors of first graders during a computer-based literacy laboratory. Found that children exhibited more stress behaviors during LDAP learning activities than did children during MDAP learning activities. No interactive effects of type of learning activity and gender on stress behavior were found. (Author/KB)

Descriptors: *Child Behavior; Comparative Analysis; Computer Uses in Education; *Developmentally Appropriate Practices; *Elementary School Students; Grade 1; Sex Differences; *Stress Variables

EJ610266 PS530711
Title: Differential Social and Academic Effects of Developmentally Appropriate Practices and Beliefs.
Author(s) Jones, Ithel; Gullo, Dominic F.
Source: Journal of Research in Childhood Education, v14 n1 p26-35 Fall-Win 1999
Publication Date: 1999
ISSN: 0256-8543
Language: English
Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJAN2001

Examined developmentally appropriate practices (DAP) and effects of teachers' DAP beliefs/practices on first graders' social skills and academic achievement. Found that students taught by teachers with developmentally inappropriate beliefs had higher language achievement than others. Students whose teachers' practices were neither appropriate nor inappropriate had higher mathematics achievement than others. Teachers' DAP beliefs/practices were associated with positive social skills. (Author/KB)

Descriptors: *Academic Achievement; *Beliefs; Comparative Analysis; *Developmentally Appropriate Practices; *Elementary School Students; *Elementary School Teachers; Incidence; Interpersonal Competence; Primary Education; *Teacher Attitudes

ED433124 PS027839
Title: Children's Multidimensional Self-Concepts and Teacher Beliefs about Developmentally Appropriate Practices.
Author(s) Smith, Kenneth E.; Croom, Laura
Pages: 40
Publication Date: July 28, 1999
Available from: EDRS Price MF01/PC02 Plus Postage.
Language: English
Document Type: Reports-Research (143)
Geographic Source: U.S.; Nebraska
Journal Announcement: RIEJAN2000

This study explored relationships between children's multidimensional self-concepts and teachers' beliefs about developmentally appropriate practices (DAP). Twenty-three boys and 28 girls were given the Self Description Questionnaire-I (SDQ-I) twice to measure multidimensional self-concept; their teachers were given the Primary Teacher Questionnaire to measure beliefs about traditional versus developmentally appropriate practices. Multiple regression analyses to predict the children's later self-concept score from the earlier SDQ-I scores and teacher beliefs showed that traditional practices predicted general school self-concept for boys, but that DAP was not a predictor of any dimension of self-concept. Correlational analyses showed that for boys, DAP and traditional practices both were positively related to several of the academic self-concept scales of the SDQ-I, but for girls DAP was inversely related to physical ability self-concept. Findings pose contradictions to the literature on DAP and child outcomes. (Contains 67 references.) (Author/EV)

Descriptors: Childhood Attitudes; Elementary School Students; Elementary School Teachers; *Outcomes of Education; Primary Education; *Self Concept; *Teacher Attitudes
Identifiers: *Developmentally Appropriate Programs; Multidimensional Approach

EJ597724 PS529918
Title: In Praise of Developmentally Appropriate Practice.
Author(s) Wardle, Francis
Source: Young Children, v54 n6 p4-12 Nov 1999
Publication Date: 1999 ISSN: 0044-0728
Language: English
Document Type: Journal articles (080); Opinion papers (120)
Journal Announcement: CIJJUN2000

Discusses the author's personal background as it affects her views on early childhood education. Describes her 12 beliefs in praise of developmentally appropriate practice. Beliefs include: (1) the theoretical foundation of developmentally appropriate practice is valid; (2) developmentally appropriate practice encourages academic rigor; and (3) all children can benefit from the developmentally appropriate practice philosophy. (EV)

Descriptors: *Developmentally Appropriate Practices; Early Childhood Education; Educational Philosophy; Educational Practices; *Educational Principles; Educational Theories; *Teaching Experience; Teaching Methods

EJ564343 JC508062
Title: Early Childhood Education: Part of the NCA Family.
Author(s) Bass, Emma
Source: NCA Quarterly, v72 n3 p411-16 Win 1998
Publication Date: 1998 ISSN: 1043-3511
Language: English
Document Type: Journal articles (080); Reports-Evaluative (142)
Journal Announcement: CIJNOV1998

Analyzes accreditation for early childhood education programs in the context of two major schools of thought: "academic" learning versus "developmentally appropriate" learning. Suggests that the accreditation criteria of the National Association for the Education of Young Children be integrated with those of the North Central Association of Colleges and Schools. Contains 14 references. (JDI)

Descriptors: Academic Education; *Accreditation (Institutions); Accrediting Agencies; *Developmental Stages; Developmentally Appropriate Practices; *Early Childhood Education; Learning Processes; Programmed Instruction; Public Schools
Identifiers: National Association Educ of Young Children; North Central Association of Colleges and Schools

ED414086 PS026099
Title: Mixed-Age Grouping in Kindergarten: A Best Case Example of Developmentally Appropriate Practice or Horace Mann's Worst Nightmare?
Author(s) Tercek, Patricia M.
Pages: 140
Publication Date: November 1997
Notes: Master's Research Practicum, Malone College.
Available from: EDRS Price MF01/PC06 Plus Postage.
Language: English
Document Type: Dissertations/Theses-Practicum papers (043)
Geographic Source: U.S.; Ohio
Journal Announcement: RIEAPR1998

This practicum study examined kindergarten teachers' perspectives regarding mixed-age groupings that included kindergarten students. The study focused on pedagogical reasons for using mixed-age grouping, ingredients necessary for successful implementation of a multiage program that includes kindergartners, and the perceived effects of a multiage program on kindergartners. Participating were 48 public and private school kindergarten teachers from Ohio and Kentucky who taught in multiage settings. Questionnaire results indicated that teachers believed schools implemented multiage programs because they viewed them as benefiting children; encouraging appropriate, student-centered, practices; reducing pressures for competition; developing peer learning; facilitating flexible student pacing; and promoting a family-like climate. Necessary components for successful implementation of mixed-age grouping included developmental curricula, pre-implementation discussions, parental knowledge and support, ongoing staff development, a supportive administration, and visits to existing multiage programs. Identified benefits for students included the child focus, acceptance of children's uneven development, the level of cooperation, older children acting as models for younger, and improvement in self-esteem, social and leadership skills, language. There were private-public school teacher differences in the concerns presented for kindergartners in mixed-age classrooms, with private school teachers more likely than public school teachers to have no concerns regarding making older children appear less capable than younger, lack of challenge for older children, developmental differences among students, older children feeling exploited when younger ones' ask for help, or younger children feeling intimidated by older classmates. (The survey is appended. Contains 34 references.) (Author/KB)

Descriptors: Comparative Analysis; *Kindergarten Children; *Mixed Age Grouping; *Preschool Teachers; Primary Education; Private Schools; Public Schools; Surveys; *Teacher Attitudes
Identifiers: Developmentally Appropriate Programs

EJ536372 PS525923
Title: Turning My World Upside Down: How I Learned To Question Developmentally Appropriate Practice. Issues in Education.
Author(s) O'Brien, Leigh M.
Source: Childhood Education, v73 n2 p100-02 Win 1996-97
Publication Date: 1997 ISSN: 0009-4056
Language: English
Document Type: Journal articles (080); Opinion papers (120)
Journal Announcement: CIJMAY1997

Descriptors: *Cultural Awareness; *Cultural Influences; *Culturally Relevant Education; *Early Childhood Education; *Program Effectiveness; Program Evaluation
Identifiers: Cultural Sensitivity; Culturally Different Students; *Developmentally Appropriate Programs; *Developmentally Inappropriate Programs; Early Childhood Development Programs

ED395707 PS024313
Title: Models of Early Childhood Education.
Author(s) Epstein, Ann S.; And Others
Author Affiliation: High/Scope Educational Research Foundation, Ypsilanti, MI.(BBB04423)
Pages: 269
Publication Date: 1996
ISBN: 0-929816-95-1
Available from: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Availability: High/Scope Press, 600 North River Street, Ypsilanti, MI 48198-2898.
Language: English
Document Type: Book (010); Reports--Evaluative (142); Reports--Research (143)
Geographic Source: U.S.; Michigan
Journal Announcement: RIEOCT1996

Inspired by the High/Scope educational approach, this book attempts to systematically and objectively compare different curriculum-based approaches to training early childhood teachers, and to assess how these models could individually and collectively address the problem of improving early childhood program quality nationwide. An analytical and an empirical study were carried out to compare approaches including the Montessori Method, the Bank Street Developmental-Interaction approach, the High/Scope Curriculum, the Kamii-DeVries constructivist perspective, Teaching Strategies' Creative Curriculum, and the Direct Instruction model. In the analytical study, a set of criteria were identified to examine and compare the practices and effects of such models. In the empirical study, the prevalence of various curriculum models were assessed through the use of questionnaires. A summary and comparison of these six curriculum-based training models, including a list of questions in cross-model comparison, is presented and discussed in relation to their development. The implications for teaching and training, research and development, and public policy are discussed in the last chapter. Contains 208 references. (MOK)

Descriptors: *Comparative Analysis; *Curriculum Based Assessment; Curriculum Development; *Early Childhood Education; Educational Policy; Educational Quality; Educational Theories; Experiential Learning; Models; Teacher Education; *Teaching Methods
Identifiers: Analytical Methods; Curriculum Theories; Empirical Research

ED385379 PS023491
Title: Effects of Inservice Training on the Developmental Appropriateness in Early Childhood Education Programs.
Author(s) Shuster, Claudia
Pages: 22
Publication Date: April 20, 1995
Notes: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20, 1995).
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports-Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; Connecticut
Journal Announcement: RIEDEC1995

This study assessed the role of inservice programs in bringing more developmentally appropriate practices to the early childhood classroom. Training was intended to accentuate the teachers' role in effecting educational change. Through classroom observations and teacher feedback, the researcher and participating teachers developed a 3-year inservice education plan. The plan included summer institutes on organizing learning environments for children, monthly on-site coaching and meetings with teachers, and workshops. The purpose of these activities was to help teachers actively develop new strategies for working with children and to provide a forum for addressing teacher concerns. Through these experiences, teachers were able to initiate several changes in their classrooms: (1) reorganization of classrooms to support active learning; (2) decrease in the teacher-child ratio; (3) elimination of the Metropolitan Achievement test in kindergarten; and (4) development of a new kindergarten curriculum, a new parent handbook, and a new report card. Teachers gained an appreciation of their ability to implement change in their classrooms, developed a new awareness of themselves as learning facilitators, and reported that their students were happier and more active learners. Results indicate that long-term inservice training, based on a process model of teacher change, can positively alter structural, administrative, and teacher aspects of the educational process.

Descriptors: Change Strategies; Classroom Environment; Curriculum Development; Early Childhood Education; *Educational Improvement; *Inservice Teacher Education; Kindergarten Children; Participative Decision Making; *Program Effectiveness; Teacher Student Ratio
Identifiers: *Developmentally Appropriate Programs; Metropolitan Achievement Tests

EJ502896 EA530570
Title: Fourth-Grade Slump: The Cause and Cure.
Author(s) Marcon, Rebecca A.
Source: Principal, v74 n5 p16-17,19-20 May 1995
Publication Date: 1995 ISSN: 0271-6062
Language: English
Document Type: Journal articles (080); Reports-Evaluative (142)
Journal Announcement: CIJSEP1995

Summarizes a study comparing effects of three different preschool models on urban public school children's success. Children enrolled in child-initiated programs mastered more basic skills than those in academically directed or middle-of-the-road classrooms. By fourth grade, the negative effects (lower scores and maladaptive behavior) of overly academic early childhood programs were clearly apparent. (10 references) (MLH)

Descriptors: *Academic Achievement; Academic Education; *Developmental Programs; Early Childhood Education; Elementary Education; *Grade 4; *Models; Pilot Projects; *Program Effectiveness; *Student Centered Curriculum
Identifiers: *District of Columbia

EJ501879 PS523050
Title: Effects of Different Instructional Approaches on Young Children's Achievement and Motivation.
Author(s) Stipek, Deborah; And Others
Source: Child Development, v66 n1 p209-23 Feb 1995
Publication Date: 1995 ISSN: 0009-3920
Language: English
Document Type: Journal articles (080); Reports-Research (143)
Journal Announcement: CIJAUG1995

Compared attitudes of children in child-centered preschools and kindergartens with those of children in didactic, highly academic programs in terms achievement and motivation. Compared to children in child-centered programs, children in didactic programs rated their abilities significantly lower, had lower expectations for success on academic tasks, and showed more dependency on adults for permission and approval. (MDM)

Descriptors: Academic Achievement; Academic Education; *Classroom Environment; Comparative Analysis; Dependency (Personality); *Didacticism; Early Childhood Education; *Kindergarten Children; *Preschool Children; Self Concept; *Student Attitudes; *Student Centered Curriculum; Student Motivation; Teaching Methods

EJ493673 PS522635
Title: Developmental Appropriateness of Kindergarten Programs and Academic Outcomes in First Grade.
Author(s) Burts, Diane, C.; And Others
Source: Journal of Research in Childhood Education, v8 n1 p23-31 Fall-Win 1993
Publication Date: 1993 ISSN: 0256-8543
Language: English
Document Type: Journal articles (080); Reports-Research (143)
Journal Announcement: CIJMAR1995

Explored the relationship between the developmental appropriateness of kindergarten classroom instruction and first-grade overall and individual subject area reading test averages. Found that first graders from more appropriate kindergarten classrooms had higher reading averages than children from less appropriate kindergarten classrooms. Gender and socioeconomic status were also found to affect overall averages and averages in each subject area. (WP)

Descriptors: *Academic Achievement; Child Development; Curriculum Based Assessment; *Elementary School Students; Grade 1; Kindergarten; *Outcomes of Education; Primary Education; Program Evaluation; Sex Differences; Socioeconomic Status
Identifiers: *Developmentally Appropriate Programs

ED372839 PS022542
Title: What Makes Exemplary Kindergarten Programs Effective? = Les programmes exemplaires de jardins d'enfants.
Author(s) Corter, Carl, Ed.; Park, Norman W., Ed.
Pages: 328
Publication Date: 1993 Sponsoring Agency: Ontario Ministry of Education and Training, Toronto. (BBB31416) ISBN: 0-7778-0522-7
Available from: EDRS Price MF01/PC14 Plus Postage.
Availability: MGS Publications Services, 880 Bay Street, 5th Floor, Toronto, Ontario M7A 1N8, Canada (Order must be accompanied by check or money order payable to the Treasurer of Ontario).
Language: English; French
Document Type: Information Analysis (070); Reports-Research (143); Multilingual/bilingual materials (171)
Geographic Source: Canada; Ontario
Journal Announcement: RIEDEC1994 Government Level: Foreign

A study identified and analyzed exemplary and effective programs available in Canada for kindergarten students. The broad-based research team included members from faculties of education, boards of education, early childhood education programs, a research consulting firm, child development researchers, and teacher-practitioners. The study began with the collection of background information from the literature on kindergarten practice. This literature review was divided into three areas that form the foundation of the child's development during kindergarten-play and problem solving, language and literacy, and social-emotional development through interaction with peers and teachers. Issues of special importance to exemplary practice in French-language schools were also reviewed, highlighting the importance of placing the kindergarten program in its social context. The role of the teacher, another critical feature of exemplary programs, was also reviewed. The final part of the study consisted of collecting the views of teachers, principals, consultants, and parents on what defines exemplary kindergarten practice. The study indicated agreement across practitioner groups with the play-based child-centered philosophy articulated by the Ontario Ministry of Education. Parents were also supportive of these developmentally appropriate goals and methods. Conclusions drawn from the study include several principles inherent to exemplary kindergarten programs: (1) focusing on the whole child; (2) placing the child in social context; (3) recognizing and supporting the teacher; (4) working toward structured and balanced programs; and (5) providing school and societal support for kindergarten. (TJQ)

Descriptors: Early Childhood Education; Emotional Development; Foreign Countries; *Kindergarten; Language Acquisition; Literacy; Literature Reviews; Problem Solving; *Program Effectiveness; Social Development; *Student Centered Curriculum; Teacher Influence; Teacher Role
Identifiers: Canada; *Developmentally Appropriate Programs; French Speaking; *Quality Indicators

ED345868 PS020580
Title: Full-Day Kindergarten: A Summary of the Research.
Author(s) Housden, Theresa; Kam, Rose Author Affiliation: San Juan Unified School District, Carmichael, CA.(CIQ78525)
Pages: 5
Publication Date: February 1992
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Information Analysis (070)
Geographic Source: U.S.; California
Journal Announcement: RIEOCT1992

This document summarizes the research on full-day kindergarten. The question of whether full-day scheduling is good for children is addressed. The majority of the research justifies the following conclusions: (1) A developmentally appropriate program focuses on activities that are appropriate for the child's age and involve interaction with objects, other children, and adults; (2) A developmentally appropriate full-day schedule benefits children academically and socially, especially children from low socioeconomic or educationally disadvantaged backgrounds; (3) Teachers prefer full-day to half-day scheduling; (4) Parents react favorably to the full-day schedule; (5) Start-up costs can be offset by increased state aid for all-day students, reduced transportation costs, and increases in enrollment; and (6) Full-day kindergarten may reduce long-term costs for special and remedial education. A list of eight annotated references is appended. (GLR)

Descriptors: Academic Achievement; *Cost Effectiveness; Economically Disadvantaged; Educationally Disadvantaged; *Full Day Half Day Schedules; *Kindergarten; Kindergarten Children; *Parent Attitudes; Primary Education; Readiness; Self Concept; Social Development; Socioeconomic Background; *Teacher Attitudes
Identifiers: *Age Appropriateness; *Developmentally Appropriate Programs

EJ458102 PS520058
Title: Developmentally Appropriate Public School Preschool: A Study of Implementation of the High/Scope Curriculum and Its Effects on Disadvantaged Children's Skills at First Grade.
Author(s) Frede, Ellen; Barnett, W. Steve
Source: Early Childhood Research Quarterly, v7 n4 p483-99 Dec 1992
Publication Date: 1992 ISSN: 0885-2006
Language: English
Document Type: Journal articles (080); Reports-Research (143)
Journal Announcement: CIJJUN1993

Examined the effects of attendance at a large-scale public school preschool program on children's school-related skills and the relationship of elements of program quality to the program's efficacy. Found that the program provided developmentally appropriate experiences for disadvantaged young children that contributed to increased skills in first grade. (MM)

Descriptors: Academic Achievement; *Disadvantaged Youth; Grade 1; *Preschool Children; Preschool Education; Primary Education; *Program Effectiveness; Program Evaluation; Public Schools; *School Readiness
Identifiers: *Developmentally Appropriate Programs; High Scope Preschool Curriculum Study

EJ446316 PS519545
Title: An Alternative View of Appropriate Practice in Early Childhood Education.
Author(s) Fowell, Nancy; Lawton, Joseph
Source: Early Childhood Research Quarterly, v7 n1 p53-73 Mar 1992
Publication Date: 1992 ISSN: 0885-2006
Language: English
Document Type: Journal articles (080); Opinion papers (120); Reports-Descriptive (141)
Journal Announcement: CIJOCT1992

Presents a view of developmentally appropriate practice that differs from that of the National Association for the Education of Young Children (NAEYC). A program that incorporates this view is described in terms of its theoretical perspectives and classroom practices and compared to the NAEYC description of appropriate and inappropriate practice. (GLR)

Descriptors: Child Development; Comparative Analysis; *Early Childhood Education; *Educational Theories; Kindergarten; Piagetian Theory; Preschool Curriculum; *Program Descriptions; Young Children
Identifiers: Association for Childhood Education International; Ausubel (David P); *Ausubelian Preschool Program; Bruner (Jerome S); Developmental Theory; *Developmentally Appropriate Programs; National Association Educ of Young Children

EJ441891 PS519201
Title: Why Not Academic Preschool? Part 2. Autocracy or Democracy in the Classroom?
Author(s) Greenberg, Polly
Source: Young Children, v47 n3 p54-64 Mar 1992
Publication Date: 1992 ISSN: 0044-0728
Language: English
Document Type: Journal articles (080); Opinion papers (120)
Journal Announcement: CIJJUL1992

Discusses three different approaches to child rearing: autocratic, anarchic, and democratic. Maintains that the use of each approach results in the development of a particular kind of character and behavior in the child. Also discusses John Dewey's efforts to define democratic character and his experiments with teacher attempts to develop this character in students. (BB)

Descriptors: *Academic Education; *Child Rearing; Democracy; *Democratic Values; Early Childhood Education; Educational Objectives; Parent Child Relationship; *Personality Development; Public Education; Teacher Role; Teacher Student Relationship; *Young Children
Identifiers: Autocracy; *Dewey (John)

ED342506 PS020389
Title: Achievement of Kindergarten Children in Developmentally Appropriate and Developmentally Inappropriate Classrooms.
Author(s) Burts, Diane C.; And Others
Pages: 7
Publication Date: April 1991
Notes: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Seattle, WA, April 18-20, 1991).
Available from: EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Reports-Research (143); Speeches/meeting papers (150)
Geographic Source: U.S.; Louisiana
Journal Announcement: RIEJUL1992

This study compared end-of-year standardized test scores (CAT) of 204 children in 6 developmentally appropriate and 6 developmentally inappropriate kindergarten classes. Particular attention was given to the effects on test scores of the interaction of classroom type with sex, socioeconomic status, and race. Relationships between children's CAT scores and stress scores in the developmentally appropriate class were compared to the same relationships in the developmentally inappropriate class. In the developmentally appropriate class, children who exhibited higher levels of stress during testing scored significantly lower on the CAT average, and on the reading comprehension and language portions of the CAT, than children who exhibited lower levels of stress. These findings suggest that higher levels of stress during standardized testing may negatively affect performance on the test. No significant differences between classroom type and overall test scores were found. Emphasis on academics in developmentally inappropriate classrooms did not result in higher test scores. This finding and previous research that indicates negative consequences of inappropriate curricula suggest that developmentally inappropriate instructional practices are not only potentially damaging to young children's psychological well-being, but that they are also ineffective in promoting achievement in kindergarten children. Appended are 11 references. (Author/GLR)

Descriptors: *Academic Achievement; Comparative Analysis; Kindergarten; * Kindergarten Children; Primary Education; Racial Factors; Scores; Sex Differences; Socioeconomic Status; *Standardized Tests; *Stress Variables; *Test Validity
Identifiers: *Developmentally Appropriate Programs

ED439855 PS028527
Title: Linking Standards and Engaged Learning in the Early Years.
Author(s) Helm, Judy Harris; Gronlund, Gaye
Source: Early Childhood Research & Practice, v2 n1 Spr 2000
Pages: 20
Publication Date: 2000
Notes: In: ECRP, Volume 2, Number 1; see PS 028 521. ISSN: 1524-5039
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: For full text: http://ecrp.uiuc.edu/v2n1/print/helm.html.
Language: English
Document Type: Journal articles (080); Reports-Evaluative (142)
Geographic Source: U.S.; Illinois
Journal Announcement: RIESEP2000

Descriptors: *Child Behavior; Comparative Analysis; Computer Uses in Education; *Developmentally Appropriate Practices; *Elementary School Students; Grade 1; Sex Differences; *Stress Variables

Discusses problems associated with accepting assumptions about the universal applicability of developmentally appropriate practices. Questions the need to separate the "developmental" from the "academic." Encourages early childhood educators to reassess issues pertaining to inclusion, exclusion, process vs. product, cultural diversity, and community expectations when considering developmentally appropriate practices for a particular group of children. (AMC)
Descriptors: *Cultural Awareness; *Cultural Influences; *Culturally Relevant Education; *Early Childhood Education; *Program Effectiveness; Program Evaluation
Identifiers: Cultural Sensitivity; Culturally Different Students; *Developmentally Appropriate Programs; *Developmentally Inappropriate Programs; Early Childhood Development Programs