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Eunsook Hyun - One of the best experts on this subject based on the ideXlab platform.
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how do we prepare future early childhood teachers for Developmentally and culturally Appropriate Practice dcap among seven different states in u s
2001Co-Authors: Eunsook HyunAbstract:In 1995, a nationwide collaborative research-net was formed to articulate practically an early childhood education (ECE) teacher preparation curriculum framework based on Developmentally and culturally Appropriate Practices (DCAP). This paper presents and discusses findings of the 5-year study involving teacher educators from California, Florida, Georgia, Minnesota, Pennsylvania, Oklahoma, and Texas. Based on the theoretical frameworks of social phenomenology and hermeneutics, shared key ideological constructs were drawn from several sources, including Developmentally Appropriate Practice, anti-bias education, critical pedagogy, and multiple/multiethnic perspective taking. Seven ECE faculty from seven states actively participated in the research-net activity. Each had infused the DCAP teacher education curriculum components into field-based courses and were electronically connected to prospective teachers to share experiences. Data were composed of interview transcripts, field notes, instructional materials, e-mail messages, Internet WebBoard discussion, and presentation papers. Qualitative data analysis techniques were used. Findings indicated that each site had a unique DCAP-based approach in responding to the nature of the community they serve. The paper outlines the themes emerging from analysis: (1) autobiographical approach and reflective activity as keys to teacher preparation; (2) field integration and transforming oneself as a life-long learner; (3) social pro-activism; (4) new self image as co-learner; (5) effectiveness of DCAP-based teacher education curriculum; (6) emerging selfcritical questions; and (7) obstacles and dilemma to implementing DCAP-based teacher preparation. The paper's four appendices describe how four universities prepare their early childhood teachers to work with young children and families from various ethnic/racial/cultural backgrounds. (Contains 57 references plus additional references in appendices.) (KB) Reproductions supplied by EDRS are the best that can be made from the original document. How Do We Prepare Future Early Childhood Teachers For Developmentally and Culturally Appropriate Practice (DCAP) Among Seven Different States in U.S.? U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) IThis document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. By Eunsook Hyun, Ph.D., Associate Professor Florida Gulf Coast University College of Education Fort Myers, FL 33965-6565 e-mail: ehyunPfgcu.edu 941-590-7798 (Tel), 941-590-7801(Fax) with Rosario Morales, Ed.D., Associate Professor Division of C & I School of Education, California State University-LA, 5151 State University Drive, Los Angeles, CA 90032-8142, (tel)213-343-4358, Fax; 213-343-5458 e-mail: RMor102734Raol.com Saundra DiPento, Ed.D., Associate Professor Department of Education Southeastern Oklahoma State UniversityStation A Durant, Oklahoma 74701 (tel)580-745-2438, Fax: 405-920-7473, e-mail: sdipento@atoka.net Celeste Matthews, Ph.D., Associate Professor, Department of Education, Winona State University, Winona, MN, 55987, Tel: (507) 457-5875, Fax: (507) 457-5354, e-mail: cmatthewsRvax2.winona.msus.edu 0 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY E.tAxAs_o_o gkvorA TO THE EDucArne/NAL RESOURCES INFORMATION CENTER (ERIC) 1 Georgianna Duarte, Ph.D., Professor University of Texas Brownsville Brownsville, Texas 78578, (tel)956-454-6100, Fax: 210-982-0293 e-mail: Duarte@UTB1.UTB.EDU Jocelynn Smrekar, Ph.D., Assistant Professor, Education Department, Clarion University of PA. Clarion, PA, 16814, Tel: (814) 393-1622, Fax: (814) 393-2558, e-mail: jsmrekar@MAIL.CLARION.EDU Jill Ardley, Ph.D., Assistant Professor, Clark Atlanta University, Western Carolina Center FIPP Department 300 Enola Rd., Morganton, NC 28655-0000.Tel: (828) 433-2661, e-mail: jardley@email.msn.com Paper prepared & presented to the American Educational Research Association (AERA) Annual Conference, April 9-14, 2001. Seattle, Washington.
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making sense of Developmentally and culturally Appropriate Practice dcap in early childhood education
1998Co-Authors: Eunsook HyunAbstract:Since 1987 the National Association for the Education of Young Children (NAEYC) has embraced Developmentally Appropriate Practice (DAP) as a pedagogical guideline for early childhood education. This book attempts to expand DAP as Developmentally and culturally Appropriate Practice (DCAP) to pay greater attention to cultural influence that forms young individual children's growth and their own learning. Infusing voices of early childhood prospective teachers' DCAP teaching experiences into the texts, the book presents a way to prepare our future teachers who would be able to use DCAP as their pedagogical guide and be more sensitive to multiple/multiethnic perspectives in young children's learning, changes, and growth.
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new directions in early childhood teacher preparation Developmentally and culturally Appropriate Practice dcap
Journal of Early Childhood Teacher Education, 1996Co-Authors: Eunsook HyunAbstract:Teacher education criteria of the National Council for Accreditation of Teacher Education (NCATE) has included a multicultural education component since 1979. Recent revisions of these standards (NCATE, 1992a & b) address multicultural education perspectives even more explicitly. NCATE standards also discuss the necessity of addressing Developmentally Appropriate Practice (DAP). DAP is defined as an important philosophical framework and related pedagogical guideline for early childhood education that emphasizes age Appropriateness and individual Appropriateness when planning programs for young children (Bredekamp, 1987).
Andrea B Smith - One of the best experts on this subject based on the ideXlab platform.
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changes in teachers perceptions of Developmentally Appropriate Practice
Journal of Early Childhood Teacher Education, 2004Co-Authors: Regena Fails Nelson, Andrea B SmithAbstract:Abstract The recent focus on the effects of early childhood education on future academic success has caused many early childhood teacher educators to examine the relevance of the instruction they give to early childhood professionals for meeting the educational goals for the 21 st century. This study examined the effects of a set of core courses in an early childhood Master's program on teacher's perceptions of their use of Developmentally Appropriate Practices. Thirty Master's students completed a survey about their teaching Practices before and after taking a sequence of required courses in early childhood education. The survey measured the graduate students’ perceptions of their movement toward adopting Developmentally Appropriate Practices. There was a significant shift toward Developmentally Appropriate Practice in regard to curriculum, instruction, assessment and materials. The discussion section provides recommendations for curriculum and instruction in early childhood Master's programs.
Patrick Keegan - One of the best experts on this subject based on the ideXlab platform.
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Urban Pre-service K-6 Teachers’ Conceptions of Citizenship and Civic Education: Weighing the Risks and Rewards
The Urban Review, 2014Co-Authors: Anand R. Marri, Sara Michael-luna, Maria Scott Cormier, Patrick KeeganAbstract:To effectively help urban pre-service teachers to provide civic education opportunities in their future classrooms, teacher educators should know how urban pre-service teachers themselves conceptualize citizenship and civic engagement. Through the research question—how do urban K-6 pre-service teachers currently enrolled in an urban education teacher certification program at a 4-year university construct key concepts and ideologies about citizenship and civic education?—we examined how 15 pre-service teachers understood these concepts. Using three conceptions of citizenship—personally responsible citizen, participatory citizen, and justice-oriented citizen (Westheimer and Kahne in Am Educ Res J 41(2):237–269, 2004 )—our analysis demonstrated that urban pre-service teachers’ conceptions of their students’ lives significantly influenced their ideas about civic education in elementary schools. Although the participating pre-service teachers overwhelmingly promoted personally responsible citizenship, we found the participants to heavily weigh Developmentally Appropriate Practice and classroom context when considering the risks and rewards of promoting justice-oriented citizenship in elementary classrooms.
Paul Yauho Wong - One of the best experts on this subject based on the ideXlab platform.
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teaching beliefs on Developmentally Appropriate Practice among chinese preschool teachers the role of personality
Frontiers in Psychology, 2019Co-Authors: Paul Yauho WongAbstract:Research has shown that teachers’ personality is related to their teaching Practices. However, few such research has been conducted in the preschool settings. This research adopted a cross-sectional quantitative approach to examine how preschool teachers’ personality related to their beliefs of Developmentally Appropriate Practice (DAP). 544 preschool teachers were randomly selected to complete Teacher Beliefs and Practices Survey (TBS) and the Myer-Briggs Type Indicator (MBTI). Findings showed that the personality type profiles of preschool teachers are characterized predominantly by Sensing-Feeling-Judging. Among all personality types, extraverted and intuitive teachers tended to show higher scores in DAP beliefs and Practice than that of the introverted teachers. Analyses from regression findings also indicated that the Extroversion-Introversion dimension predicted significantly teachers’ beliefs and Practices of DAP. In addition, teachers’ teaching experiences in association with personality predicted their DAP Practices, suggesting that there was an combined effect of teachers’ personality and work experience in adopting DAP. Implication for school managers to provide professional development to support teachers in understanding and practicing DAP in preschools are discussed.
Regena Fails Nelson - One of the best experts on this subject based on the ideXlab platform.
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changes in teachers perceptions of Developmentally Appropriate Practice
Journal of Early Childhood Teacher Education, 2004Co-Authors: Regena Fails Nelson, Andrea B SmithAbstract:Abstract The recent focus on the effects of early childhood education on future academic success has caused many early childhood teacher educators to examine the relevance of the instruction they give to early childhood professionals for meeting the educational goals for the 21 st century. This study examined the effects of a set of core courses in an early childhood Master's program on teacher's perceptions of their use of Developmentally Appropriate Practices. Thirty Master's students completed a survey about their teaching Practices before and after taking a sequence of required courses in early childhood education. The survey measured the graduate students’ perceptions of their movement toward adopting Developmentally Appropriate Practices. There was a significant shift toward Developmentally Appropriate Practice in regard to curriculum, instruction, assessment and materials. The discussion section provides recommendations for curriculum and instruction in early childhood Master's programs.
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Personal and Environmental Factors That Influence Early Childhood Teachers' Practices
Journal of Instructional Psychology, 2000Co-Authors: Regena Fails NelsonAbstract:This study focused on the relationship between teachers' beliefs and Practices. Specifically, it examined whether teacher-directed (behaviorist) and student-directed (constructivist) beliefs supported or inhibited teachers' use of Developmentally Appropriate Practices. Developmentally Appropriate Practice is interactive instruction based on children's individual needs, interests and strengths. Four early childhood teachers in distinct educational settings were interviewed about their teaching philosophies and observed in their classrooms. In addition, the principal and one of their colleagues were interviewed about the school climate. The results of the study revealed that teachers' personal beliefs were a greater determinant of their Practice than environmental factors such as support from colleagues and principals. Recommendations for reconciling teachers' beliefs and Practices are discussed. Many leaders in early childhood education formally endorse Developmentally Appropriate Practice (Bredekamp & Copple, 1997; Charlesworth, 1998a; 1998b) and support specialized training for teachers of young children to ensure the implementation of these Practices (ACEI, 1997). Developmentally Appropriate Practice is described as instruction that allows children to be active partners in a learning program that is based on their individual strengths, interests and needs. In addition, children are encouraged to be selective about a range of activities and materials that are offered in a meaningful context. In a review of studies on Developmentally Appropriate Practice, Dunn and Kantos (1997) found that children in traditional and Developmentally Appropriate programs show similar gains in math and reading achievement. However, unlike traditional Practice, Developmentally Appropriate Practice has positive effects on children's social and emotional development. Children in Developmentally Appropriate programs are more confident about their skills and motivated to learn than children in traditional programs. While there is agreement among early childhood professionals on the philosophies that support Developmentally Appropriate Practice, there is disagreement as to whether the field should mandate a set of universal guidelines for early childhood programs (Lubeck, 1998a; 1998b). There is such extreme variance among the social and cultural contexts of early childhood programs across the country that it is doubtful that one set of guidelines can be applied to all settings. Thus, to some it's more preferable for early childhood educators to construct their own guidelines for Practice and curriculum based on the particular needs of the students in their program. Despite the controversy over universal guidelines, when interviewed or surveyed most teachers will report beliefs that are consistent with Developmentally Appropriate Practices. However, their Practices in many cases, do not reflect their beliefs (Pelander, 1997). In some cases teachers are in transition, they are learning to change their Practices to be consistent with their beliefs or they are adapting their Developmentally Appropriate Practices to their social context (Nelson, 1997; Nelson & Smith, in press). Teachers who have been most successful in overcoming environmental constraints in implementing Developmentally Appropriate programs give credit to personal factors such as seeking out specialized training in these methods through pursuing degrees and certification in early childhood education and attending educational conferences and workshops (Goffin & Day, 1994). They also tend to believe that they have control over their work and their teaching will have a significant impact on their students (Macmillan, 1999). Other research shows that environmental factors have an effect on teachers' Practices. Successful teachers tend to be in supportive environments where their Developmentally Appropriate Practices are encouraged by their colleagues, administrators and the parents of their students (Rust, 1993; Vander Wilt & Monroe). …