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Impact of the Developmental Appropriateness of Teacher Guidance Strategies on Kindergarten Children's Interpersonal Relations
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Burts, Diane C.; Schmidt, Hardee M.; Durham, R. Sean; Charlesworth, Rosalind; Hart, Craig H. – Journal of Research in Childhood Education, 2007
This initial study explored the social behaviors of kindergarten children in two classrooms (one developmentally appropriate, one developmentally inappropriate) where the teacher used either positive or negative guidance strategies. Six pairs of kindergartners--three dyads (boy-boy, girl-girl, boy-girl) from a classroom in which the teacher used…
Descriptors: Kindergarten, Young Children, Social Behavior, Child Behavior
Measuring the Developmental Appropriateness of Kindergarten Teachers' Beliefs and Practices.
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Charlesworth, Rosalind; And Others – Early Childhood Research Quarterly, 1993
Questionnaire, comprised of Teacher Belief Scale and Instructional Activities Scale and intended to measure kindergarten teachers' beliefs about and reported practices related to developmentally appropriate education, was administered to 204 teachers. Several reliable factors were identified. Teachers in 20 classrooms were observed. Found…
Descriptors: Developmentally Appropriate Practices, Kindergarten, Preschool Teachers, Primary Education
Developmentally Appropriate Practice Is for Everyone.
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Charlesworth, Rosalind – Childhood Education, 1998
Argues that developmentally appropriate practice (DAP) as presented in the revised guidelines of the National Association for the Education of Young Children gives equal attention to age, individual, and cultural appropriateness, and therefore is appropriate for everyone, regardless of socioeconomic status, culture, race, gender, age, or special…
Descriptors: Developmentally Appropriate Practices, Early Childhood Education, Guidelines, Preschool Curriculum
Response to Sally Lubeck's "Is Developmentally Appropriate Practice for Everyone?"
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Charlesworth, Rosalind – Childhood Education, 1998
Responds to Lubeck's critique of developmentally appropriate practice (DAP) guidelines and their underlying premises. Maintains that guidelines are a starting point for decision making, that not all DAP classrooms look the same, and that it is important for early childhood educators to be knowledgeable regarding developmental milestones.…
Descriptors: Child Development, Developmentally Appropriate Practices, Early Childhood Education, Educational Theories
Predictors of the Developmental Appropriateness of the Beliefs and Practices of First, Second, and Third Grade Teachers.
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Buchanan, Teresa; Burts, Diane C.; Bidner, Judy; White, V. Faye; Charlesworth, Rosalind – Early Childhood Research Quarterly, 1998
Identified classroom characteristics and teacher characteristics that were related to the self-reported beliefs and classroom practices of first-, second-, and third-grade teachers. Found classroom characteristics and teacher characteristics predicted teacher beliefs and practices and that teacher characteristics added significantly to the…
Descriptors: Classroom Environment, Developmentally Appropriate Practices, Primary Education, Teacher Attitudes
Stress Behaviors and Activity Type Participation of Preschoolers in More and Less Developmentally Appropriate Classrooms: SES and Sex Differences.
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Hart, Craig H.; Burts, Diane C.; Durland, Mary Ann; Charlesworth, Rosalind; DeWolf, Michele; Fleege, Pamela O. – Journal of Research in Childhood Education, 1998
Investigated effect of classroom type (DAP versus DIP) on stress behaviors and activity participation of 102 preschool children as moderated by socioeconomic status (SES) and sex. Found twice the level of overall stress behavior in DIP classrooms, with lower SES children and males (during small motor/paper-and-pencil activities) exhibiting…
Descriptors: Class Activities, Classroom Environment, Developmentally Appropriate Practices, Predictor Variables
Kindergarten Teachers' Beliefs and Practices.
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Charlesworth, Rosalind; And Others – 1990
The major objectives of this study were to: (1) develop a questionnaire based on the National Association for the Education of Young Children's 1986 guidelines for developmentally appropriate practice in early childhood education; and (2) use the questionnaire to obtain information regarding kindergarten teachers' beliefs and instructional…
Descriptors: Beliefs, Check Lists, Classroom Observation Techniques, Classroom Research