CEEP. Popular Topics. The Early Childhood Education Curriculum Debate, U of I

The Early Childhood Education Curriculum Debate: Direct Instruction vs. Child-Initiated Learning

Ron Banks

2001 (Last updated June 2004)

A longstanding curriculum debate in early childhood education centers on whether early childhood education should follow the traditional academic model of education used with older students (that is, large group, teacher-directed, formal instruction) or whether learning experiences for preschool children should be informal and consist largely of child-initiated activities. Both approaches have pros and cons. For example, when discussing children living in poverty, Schweinhart (1997) states that an approach that is primarily teacher-directed is likely to discourage children's social and emotional development, intellectual dispositions, and creativity, while an approach based exclusively on child-initiated activities may not sufficiently support children's academic development.

Goals 2000 emphasizes accountability and improved academic achievement, and states as a goal that all children should enter school "ready to learn." The academic learning mandates specified in Goals 2000 for K-12 education have filtered down to the preschool level and provide a backdrop for current arguments in the preschool curriculum debate.

This FAQ summarizes the research findings presented in five ERIC Digests published by the ERIC Clearinghouse on Elementary and Early Childhood Education. For greater detail, please connect to the list of ERIC Digests in the Web Resources section below.

Contents

What are some differences between direct instruction and child-initiated learning?
What does the research say about the advantages and disadvantages of each approach?
Are there risks that are related to early academic instruction?
Are there conclusions that can be drawn from the early childhood curriculum debate?
References
Web Resources
ERIC Resources

What are some differences between direct instruction and child-initiated learning?

Disputes concerning curriculum and teaching methods go back a long way in the field of early childhood education. Over the years, many different terms have been used to capture the opposing positions. In recent years, the term "academic" has come to describe those parts of the early childhood curriculum intended to help children master the basic skills involved in literacy and numeracy (Jacobson, 1996). Katz (1996) suggests that from the academic, or direct instruction, perspective, the young child is seen as dependent on adults' instruction in the academic knowledge and skills necessary for a good start for later academic achievement.

This perspective is in direct contrast with the child-initiated approach, which views young children as active constructors of knowledge who are not dependent on didactic instructional cues from a teacher. Child-initiated curricular techniques may utilize learning centers within a classroom, promote learning from play-based activities, or encourage child interaction and cooperation. Academic learning may certainly occur in child-initiated learning environments. However, this learning results not from teacher-led formal didactic (seat work, lectures, etc.) instruction, but from a variety of child-initiated learning activities (Katz, 1999b).

What does the research say about the advantages and disadvantages of each approach?

Long-term, preschool curriculum comparison studies

Three long-term preschool curriculum comparison studies began in the 1970s: the High/Scope Preschool Curriculum Comparison study (Schweinhart & Weikart, 1997a; Schweinhart & Weikart, 1997b), the Louisville Head Start study (Miller & Bizzell, 1983), and the University of Illinois study (Karnes et al., 1983). All three included the direct instruction model, which offered scripted, teacher-directed, academic instruction, and a nursery school model, in which children initiated their own learning activities with minimal teacher support. Additionally, the High/Scope study included the High/Scope model, in which children initiated learning activities with substantial teacher support. The Louisville and Illinois studies also included several additional teacher-directed models and the Montessori model, which encouraged child-initiated activities with didactic materials.

These three studies found that children in direct instruction programs intellectually outperformed children in child-initiated activities programs during and up to a year after the preschool program, but not thereafter. In the Louisville study, the nursery school children showed higher verbal-social participation and increased more in ambition and aggressiveness than did the direct instruction children, but both groups scored lower than their peers on inventiveness. In the Illinois study, 78% of the nursery school group that engaged in child-initiated activities with minimal teacher support graduated from high school, compared with only 48% of the direct instruction group (Karnes et al., 1983).

Recent short-term preschool curriculum studies

Several short-term early childhood curriculum comparison studies have been conducted in the past decade (Dunn & Kontos, 1997a). According to Schweinhart (1997), "The relevant evidence from these studies suggests that preschool programs based on child-initiated learning activities contribute to children's short- and long-term academic and social development, while preschool programs based on teacher-directed lessons obtain a short-term advantage in children's academic development by sacrificing a long-term contribution to their social and emotional development. On this basis, research supports the use by preschool programs of a curriculum approach based on child-initiated learning activities rather than on teacher-directed lessons."

Focus on social-emotional development

Two research teams documented that children exhibit more stress in didactic environments than in child-initiated environments. Hyson et al. (1990) (as reported in Dunn & Kontos, 1997b) found that preschool children enrolled in child-initiated programs displayed lower levels of test anxiety than children enrolled in academic programs, regardless of parental preferences for classroom approaches. In a second study (Burts et al., 1990), children in developmentally inappropriate classrooms (those that emphasized didactic instruction for young children) exhibited more total stress behaviors throughout the day and more stress behaviors during group times and workbook/worksheet activities than those children in child-initiated classrooms.

Focus on cognitive development and academic achievement

Classrooms characterized by child-initiated activities appear to facilitate children's creative development. The Hyson research team found that children in child-initiated classrooms scored higher on measures of creativity (divergent thinking) than children in academically oriented classrooms (Hirsh-Pasek et al., 1990; Hyson et al., 1990).

In two other studies on language development in child-initiated and academically focused programs, the developmentally appropriate, or child-initiated, programs were associated with better language outcomes. Progress reports from public school preschool programs indicated that children in child-initiated classrooms had better verbal skills than children in academically oriented programs (Marcon, 1992). In a study conducted by Dunn et al. (1994), children's receptive language was more developed in programs with high-quality literacy environments and when developmentally appropriate activities were prevalent than they were in classrooms with a traditional academic focus.

Other studies present mixed or neutral results in regards to academic achievement, and Dunn and Kontos (1997b) suggest that "when using the traditional measuring sticks of achievement tests and report card grades, it is difficult to tell whether child-centered or didactic programs are superior." Sherman and Mueller (1996) did find that overall reading and mathematics scores were higher for children attending developmentally appropriate kindergarten through second grade. While Marcon (1992) concluded that preschool children in child-initiated classrooms had more positive progress reports overall, mathematics achievement was similar for children attending both types of classrooms. Hyson et al. (1990) found no differences in academic achievement related to the type of classroom the children attended (child-initiated or didactic programs).

Are there risks that are related to early academic instruction?

According to Katz (1999a), "research on the long-term effects of various curriculum models suggests that the introduction of academic work into the early childhood curriculum yields fairly good results on standardized tests in the short term but may be counterproductive in the long term" (Schweinhart & Weikart, 1997a; Schweinhart & Weikart, 1997b; Marcon, 1995; Snow et al., 1998). In her ERIC Digest Another Look at What Young Children Should Be Learning, Katz (1999a) suggests that:

the risk of early instruction in beginning reading skills is that the amount of drill and practice required for success at an early age seems to undermine children's disposition to be readers. It is clearly not useful for a child to learn skills if, in the process of acquiring them, the disposition to use them is lost. Especially in the case of reading, comprehension is most likely to be dependent on actual reading and not just on skill-based reading instruction. On the other hand, acquiring the disposition to be a reader without the requisite skills is also not desirable. Results from longitudinal studies suggest that curricula and teaching should be designed to optimize the simultaneous acquisition of knowledge and skills and desirable dispositions and feelings.

Katz (1999a) goes on to state that "Another risk of introducing young children to formal academic work prematurely is that those who cannot relate to the tasks required are likely to feel incompetent. Students who repeatedly experience difficulties leading to feelings of incompetence may come to consider themselves 'stupid' and behave as if they are 'stupid' and bring their behavior into line accordingly" (Bandura et al., 1999).

Are there conclusions that can be drawn from the early childhood curriculum debate?

Based upon traditional measures such as achievement tests and report card grades, it is difficult to say whether child-centered or didactic programs are superior in helping children achieve intellectual competence. Similar to the state of affairs for social development, the available research is unclear with regard to cognitive development. The majority of the studies indicate that a didactic approach is not necessary to promote children's learning of academic skills. Supporting developmentally appropriate practice are studies by Sherman and Mueller (1996) and Marcon (1992). Sherman and Mueller (1996) observed better reading and mathematics achievement scores for children attending developmentally appropriate kindergarten through second grade compared to children in didactic programs. Preschool children in Marcon's (1992) study who attended child-initiated classrooms had more positive progress reports overall, and specifically in math and science, than those who attended didactic classrooms. Mathematics achievement was similar for children in both types of classrooms, however. Hyson et al. (1990) found no differences in academic achievement as a function of the developmental appropriateness of the program (i.e., the preschool children did as well in either child-centered or didactic programs).

Looking beyond what the research says about what young children can do, Katz (1999a) suggests that it is also important to consider what young children should or should not do at a particular time in their development. In many preschool programs and kindergartens, for example, young children are instructed in phonics and expected to complete worksheets and recite rhymes and other texts from memory. As Katz (1999a) says, "Most young children willingly do most things adults ask of them. But their willingness is not a reliable indicator of the value of an activity. The developmental question is not only, 'What can children do?,' but also, 'What should children do that best serves their development and learning in the long term?'"

It is useful to keep in mind that today most preschool classrooms offer some blend of child-centered and teacher-directed instruction. One of the major problems resulting from this historical squabbling over goals and methods is that both sides in the struggle may overlook curriculum and teaching methods beyond the traditional dichotomy. Years of experience observing early childhood classrooms suggest that both sides underemphasize and undervalue a third option—namely, curriculum and teaching methods that address children's intellectual development as distinct from the direct instruction emphasis on academic learning and the child-initiated learning emphasis on children's play and self-initiated learning (Katz, 1999b).

References

Bandura, Albert; Pastorelli, Concetta; Barbaranelli, Claudio; & 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; & 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; & 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, & 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, & 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; & 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; & 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.; & 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., & 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., & 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., & 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, & 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; & Griffin, Peg. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy. (ERIC Document No. ED416465)

Web Resources

ERIC Digests which provide the basis for the introduction:

Another Look at What Young Children Should Be Learning by Lilian G. Katz
http://ceep.crc.uiuc.edu/eecearchive/digests/1999/katzle99.html

Child-Initiated Learning Activities for Young Children Living in Poverty by Lawrence J. Schweinhart
http://ceep.crc.uiuc.edu/eecearchive/digests/1997/schwei97.html

Curriculum Disputes in Early Childhood Education by Lilian G. Katz
http://ceep.crc.uiuc.edu/eecearchive/digests/1999/katz99b.html

Developmentally Appropriate Practice: What Does Research Tell Us? by Lorraine Dunn and Susan Kontos
http://ceep.crc.uiuc.edu/eecearchive/digests/1997/dunn97.html

The Role of Curriculum Models in Early Childhood Education by Stacie G. Goffin
http://ceep.crc.uiuc.edu/eecearchive/digests/2000/goffin00.html

Additional Web Resources:

The Battle Over Head Start - What the Research Shows
http://nieer.org/resources/research/BattleHeadStart.pdf

Better Teachers, Better Preschools, Student Achievement Linked to Teacher Qualifications
http://nieer.org/resources/policybriefs/2.pdf

Changing Curriculum for Early Childhood Education in England
http://ecrp.uiuc.edu/v4n2/kwon.html

Computers and Young Children
http://ceep.crc.uiuc.edu/eecearchive/digests/2000/haugland00.html

Core Knowledge Preschool Program - Frequently Asked Question
http://www.coreknowledge.org/CK/Preschool/preschool_FAQ.htm

Moving Up the Grades: Relationship Between Preschool Model and Later School Success
http://ecrp.uiuc.edu/v4n1/marcon.html

Developmentally Appropriate and Culturally Responsive Education: Theory in Practice: Critical Issue Analysis from the North Central Regional Education Laboratory (NCREL)
http://www.nwrel.org/cfc/publications/DAP2.html

Direct Instruction (web links and comments)
http://users.stargate.net/~cokids/hot_topic_direct_instr.htm

Eager to Learn: Educating Our Preschoolers
http://www.nap.edu/openbook.php?isbn=0309068363

Early Childhood Curriculum, Assessment, and Program Evaluation: Building an Effective, Accountable System in Programs for Children from Birth to Age 8 [Position Statement from the National Association for the Education of Young Children]
http://www.naeyc.org/about/positions/daptoc.asp

Early Childhood Education - Developmental or Academic
http://www.educationnext.org/unabridged/20012/elkind.pdf
Editor's note: This url has changed: http://media.hoover.org/documents/ednext20012unabridged_elkind.pdf

Early Exposure to Direct Instruction and Subsequent Juvenile Delinquency: A Prospective Examination
http://journals.cec.sped.org/EC/Archive_Articles/VOLUME69NUMBER1FALL2002_ EC_Article_6.pdfEditor's note: This url has changed: http://www.questia.com/PM.qst?a=o&d=5000600961&er=deny

Escalating Kindergarten Curriculum
http://www.ericdigests.org/pre-9212/curriculum.htm

A Framework for Early Literacy Instruction: Aligning Standards to Developmental Accomplishments and Student Behaviors
http://www.mcrel.org/topics/products/7

Getting Schools Ready for Children: The Other Side of the Readiness Goal
http://readyweb.crc.uiuc.edu/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
http://www.ecs.org/html/offsite.asp?document=http%3A%2F%2Fnces
%2Eed%2Egov%2Fecls%2f

Let Children Be Children: Preschool programs do the best job of preparing children for school when they create environments geared to young children
http://www.4children.org/news/102preke.htm

National Association for the Education of Young Children
http://www.naeyc.org

Preschool Child-Initiated Learning Found to Help Prevent Later Problems
http://staging.highscope.org/Research/high_scope_curriculum/Curric_factsheet.pdf

Language Development and Science Inquiry: A Child Initiated and Teacher Facilitated Program
http://www.temple.edu/LSS/pdf/publications/pubs2000-2.pdfEditor's note: This url has changed:http://www.temple.edu/lss/pdf/publications/pubs2000-2.pdf

"Prekindergarten Benchmarks for Language and Literacy: Progress Made and Challenges to be Met"
http://nieer.org/resources/research/prekinderLLbechmarksburns.pdf

Preschool Curriculum Evaluation Research
http://pcer.rti.org/ Editor's Note: this url is no longer active.

Protecting Children from Inappropriate Practices
http://www.ericdigests.org/pre-9218/children.htm

Selected Longitudinal Studies that Inform PK-3: The structure of 7 pre-K - 3 programs and the effect these programs have on children
http://www.fcd-us.org/resources/resources_show.htm?doc_id=466627

State Pushes Academic Goals for Preschools:
http://libpub.dispatch.com/cgi-bin/documentv1?DBLIST=cd03&DOCNUM=13912&TERMV=154:6:160:7 Editor's Note: this url is no longer active.

Top 10 Signs of a Good Kindergarten Classroom
http://www.naeyc.org/resources/eyly/1996/12.htm

10 Signs of a Great Preschool
http://www.naeyc.org/resources/eyly/1996/01.htm

ERIC Resources

How to Obtain ERIC Documents and Journal Articles:
References identified with an ED (ERIC document), EJ (ERIC journal), or PS number are cited in the ERIC database. ERIC Documents (citations identified by an ED number) may be available full text from ERIC at no cost at the ERIC web site: http://www.eric.ed.gov/. Journal articles are available from the original journal, interlibrary loan services, or article reproduction clearinghouses.

This ERIC database search was conducted in part by using the term "Developmentally Appropriate Programs" (as an ERIC Identifier) or "Developmentally Appropriate Practices" (as an ERIC Descriptor) in combination with "Academic Education" or "Comparative Analysis" (as ERIC Descriptors). The first two terms were also selected as major concepts and then combined with the results of "Early Childhood Education" or "Preschool Education" or "Kindergarten" (as ERIC Descriptors). Results of this search were then selectively chosen.

If you would like to conduct your own free ERIC database searches via the Internet, please go to 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

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

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