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"Appropriate" kindergarten instruction beliefs and practices of early childhood educators /

by Phillips, Cara L..

Abstract (Summary)
“Appropriate” Kindergarten Instruction: Beliefs and Practices of Early Childhood Educators by Cara L. Phillips This qualitative case study focused on the relationship between teachers’ beliefs and practices. Specifically, it examined how kindergarten teachers’ beliefs impacted their use of developmentally appropriate practices (DAP). Data were collected from five kindergarten teachers in a single mid-Western public school through the use of semi-structured interviews and observations. The results of the study revealed that the teachers’ beliefs were highly consistent with NAEYC’S (1987, 1997) defined developmentally appropriate practices; however, environmental factors had a greater impact on their classroom practices than their beliefs. In discussions of their beliefs, the teachers mentioned various sources of pressure, such as state standards and parents’ desires, which affected their practices. They also discussed their use of a “combination approach” rather than “pure developmentally appropriate practice.” “APPROPRIATE” KINDERGARTEN INSTRUCTION: BELIEFS AND PRACTICES
Bibliographical Information:

Advisor:

School:Miami University

School Location:USA - Ohio

Source Type:Master's Thesis

Keywords:developmentally appropriate practices early childhood beliefs and kindergarten instruction teachers teaching education united states

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