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Developmentally Appropriate Practice (DAP)

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Developmentally Appropriate Practice (DAP) Developmentally Appropriate Practice (DAP) as Defined and Interpreted by Early Childhood Preservice Teachers: Beliefs About DAP and Influences of Teacher Education and Field Experience Hae Kyoung Kim: Towson University This study examines early childhood preservice teachers’ beliefs about developmentally appropriate practices (DAP) and how they define DAP and interpret principles and characteristics of DAP. The study shows that early childhood preservice teachers possess relatively strong beliefs about DAP. Preservice teachers who were further along in the teacher training program demonstrated stronger DAP beliefs than teachers who had just begun the teacher training program. Similarly, teachers who had undergone more field placements reported stronger beliefs about DAP. Teachers’ own definitions and principles of developmentally appropriate/inappropriate practice were examined. Implications of the findings are discussed for preparing teachers to implement appropriate practice. evelopmentally Appropriate Practice (DAP) how teachers’ beliefs have impacted their already Dhas been considered a key concept in early developed teaching practices. The preservice childhood education. Although the NAEYC educational stage, however, is a critical period DAP guidelines have achieved a canonical place in which new teachers begin to develop and in early childhood education, there are diverse elaborate upon their own beliefs (Tschannen- interpretations and understandings what DAP is, Moran, Woolfok Hoy, & Hoy, 1998; Weinstein, how to implement it, and how important it is in 1998). Once beliefs are developed, it is difficult to relation to overall classroom practice. (Parker & change them (Smith, 1997). Neuharth-Pritchett, 2006; Smith, 1997; Shiakou & Belsky, 2009; Swadener & Kessler, 1991). Teacher education is one of the most The state of understanding of DAP of teachers is important factors in becoming a professional reflected in the variety of teacher beliefs about the educator and profoundly influences teachers’ importance of DAP. beliefs and teaching practices (Smith, 1997; Tschannen-Moran et al., 1998). Preservice Among the studies of teacher beliefs about teachers’ beliefs are constructed through both DAP, inservice teachers’ beliefs have been the medium of teacher education programs and emphasized over those of preservice teachers. through personal and professional experiences This may be due to researchers concern with (i.e., practicum, internship). Once these beliefs SRATE Journal Summer 2011, Vol. 20, Number 2 Page 12 are shaped, they are difficult to change (Smith, judgmental functions of beliefs and replace 1997; Tschannen-Moran et al., 1998). Given predisposition with an imperative to action” this background, an examination of preservice (Pajares, 1992, p.314). Teachers’ beliefs are teachers’ beliefs throughout a range of closely related to teachers’ thought processes and professional stages can be a powerful diagnostic essential to establishing an emotional attitude for understanding the factors that influence beliefs (Cassidy & Lawrence, 2000; Clark & Peterson, regarding DAP. Furthermore, research that 1986; K. E. Smith, 1997; Smith & Shepard, examines different beliefs about the definitions of 1988). Beliefs may be defined in terms of a DAP among early childhood educators is required disposition that an individual possess regarding to encourage understanding among teacher the truth of a proposition and represent a teacher’s educators and researchers. disposition toward action (Brown & Cooney, 1982; Smith & Shepard, 1988). Related to action, Literature review beliefs can be inferred from a teacher’s behavior. Research has demonstrated that teachers’ DAP is a broad, overarching concept that beliefs and decision-making process are related pertains to diverse developmental areas for because daily decisions are based on their beliefs children in the 0-8 age category. DAP statements (Piotrkowski, Botsko, & Matthews, 2000). were revised in order to adapt to newer educational needs and criteria in 1997 and 2009. The emphasis on teachers’ beliefs is based Revised statements in 1997 emphasized three on the fact that beliefs are related to and affect kinds of important knowledge for educators - teaching practices and interactions with children age appropriateness, individual appropriateness, (File, 1994; McMullen, 1997; Kowalski, Pretti- and cultural appropriateness. (Bredekamp & Frontczak, & Johnson, 2001; Pajares, 1992; Copple, 1997). Most recent DAP statements Piotrkowski et al., 2000; Stipek & Byler, 1997; published in 2009 still put three important Vartuli, 2005). The research involving the kinds of information including age, individual, relationship between beliefs and practices can be and social and cultural context. In addition, in categorized in two ways. First, the relationship order to reflect a newer framework for optimal that exists between teachers’ stated beliefs and education and critical issues in early childhood observed practice. Second, the relationship education , revised principles and guidelines for between teachers’ stated beliefs and self-reported decision about DAP were presented including practice. the following five provisions: creating a caring community of learners, teaching to enhance As with research that focuses on early development and learning, planning curriculum childhood inservice teachers, there has been to achieve important goals, assessing children’s limited research that centers on preservice development and learning, and establishing teachers. Preservice teachers’ beliefs are reciprocal relationships with families (Copple, & important because teachers develop their own Bredekemp, 2009). Despite specific guidelines perspectives and beliefs early in the preservice and examples in DAP, there is not a unique teaching stage (Smith, 1997; Tschannen-Moran concept of developmentally idealistic practice. et al., 1998). Coursework has been demonstrated Teachers from diverse cultural, social, and to affect preservice teachers’ self-efficacy. linguistic background may differently understand, However, teaching experience (i.e., internship, apply, and implement appropriate practice. apprenticeship) has also a greater influence on self-efficacy for elementary preservice teachers The term ‘belief’ has been defined as “values, (Housego, 1992; Hoy & Woolfolk, 1990; which house the evaluative, comparative, and Tschannen-Moran et al., 1998). Specifically, SRATE Journal Summer 2011, Vol. 20, Number 2 Page 13 some preservice teachers’ self-efficacy declined which students proceed as a cohort. The with teaching experience resulting from the preservice teachers at each year (e.g., junior, difficulties and challenges of teaching in actual senior, graduate year) had taken the same school settings (Tschannen-Moran et al., 1998). courses. Regarding field experiences, seniors Prospective teachers experience the reality of and juniors complete four different types of pre- complex, dynamic situations and make multiple internship (pre-K, K, special education, 1st-3rd decisions as teachers upon entering a student grade); students in masters’ year do one-semester teaching practicum or internship. Student teachers internship. Once they finish master programs, may negotiate their previous beliefs as they adapt students are given a M.Ed. degree. and protect their self-efficacy (Tschannen-Moran et al., 1998; Weinstein, 1998). Ninety-seven percent of all participants were between the ages of nineteen and twenty four Preservice teachers’ beliefs may represent a years old (M=21.85, SD=1.82). The majority foundation on which professional development of the participants were Caucasian (74 %) and begins. Thus, extending the research to include Hispanic (14 %). Twenty-five (38.5 %) of the an examination of preservice teachers’ beliefs participants were juniors and twenty four (36.9%) may enhance the professional development of the participants were seniors. Each junior of prospective teachers and impact teacher participant had two practicum experiences, preparation programs. Reflecting upon the needs and each senior participant had four practicum discussed, research questions are presented. experiences. All of the graduate students had completed four practicum experiences and one 1. What are the beliefs of early childhood semester of internship. The average length of time preservice teachers about developmentally spent in field placements for all participants was appropriate teaching practice (DAP)? about twenty weeks. Three interviewees were twenty-one years old and all were females. Two 2. What is the relationship between early were in their senior year and one was in her junior childhood preservice teachers’ beliefs about year. DAP and length of academic status and field experiences? Instruments 3. What are the teachers’ own definition and In order to assess beliefs about DAP, the principles of DAP? Teacher Beliefs Scale (TBS) was used. The TBS was developed to assess the early childhood Methods teachers’ beliefs and practices about DAP. TBS was originally developed by Charlesworth, Hart, Participants Burts, & Hernandez (1991) based on NAEYC DAP guidelines published in 1986. Then, TBS has A total of sixty-five early childhood been revised based on revised NAEYC guidelines. preservice teachers participated in this study. TBS consists of thirty-seven items including The participants enrolled in an early childhood one item that asks the amount of influence in education program in a university located in planning and implementing
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