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Toddler and preschool teachers’ beliefs and perceptions about the use of developmentally appropriate practice


The purpose of this qualitative explanatory multi-case study was to examine toddler and preschool teachers’ beliefs and perceptions about the use of DAP within toddler and preschool classrooms. Data were collected from a purposeful sample of 16 teachers on their beliefs and perceptions about classroom practices and the forces that shape such practices in toddler and preschool classrooms. Findings suggest that a disturbing amount of toddler and preschool teachers endorsed a K-12 pushdown curriculum with the belief that young children should be able to sit and complete worksheets. (author abstract)

Resource Type:
Reports & Papers
United States
New Jersey

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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