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  Partner: UNT Libraries
 Department: Department of Teacher Education and Administration
 Degree Discipline: Early Childhood Education
 Degree Level: Master's
 Collection: UNT Theses and Dissertations
Parents' understanding of developmentally appropriate practice in early childhood education.

Parents' understanding of developmentally appropriate practice in early childhood education.

Access: Use of this item is restricted to the UNT Community.
Date: May 1999
Creator: Grebe, Julie M.
Description: The intent of this study was to determine what understanding and knowledge parents had of developmentally appropriate practice (DAP). The study examined whether the beliefs of parents who enrolled their children in a National Association for the Education of Young Children (NAEYC) accredited program had any impact on their expectations for a philosophy and curriculum that is centered around DAP. In addition, the study examined whether parents' understanding of DAP changed when their children transitioned from infant and toddler programs, to preschool. The study group consisted of parents with children in two privately owned NAEYC accredited centers in 1998 (N=131). Results from parent reports indicated a high level of parent knowledge regarding DAP.
Contributing Partner: UNT Libraries
The Relationship of Developmentally Appropriate Beliefs and Practices of Greek Kindergarten Teachers

The Relationship of Developmentally Appropriate Beliefs and Practices of Greek Kindergarten Teachers

Date: December 1997
Creator: Syrrakou, Ioanna
Description: Sixty Greek kindergarten teachers were surveyed regarding their teaching beliefs and practices using the Teachers Questionnaire based on guidelines recommended by the National Association for the Education of Young Children. A Varimax factor analysis produced four factors for the Teacher Belief Scale and five factors for the Instructional Activities Scale. Scores on developmentally appropriate factors were consistently higher than factors classified developmentally inappropriate. Correlation between appropriate beliefs and activities was significant (r = .470); correlation between inappropriate beliefs and practices was significant (r = .475). However, developmentally inappropriate beliefs were also positively correlated with developmentally appropriate practices (r = .537). Developmentally appropriate beliefs were not correlated with inappropriate practices. Results were discussed with possible theoretical and practical implications for future research and teacher development.
Contributing Partner: UNT Libraries