Toddler and preschool teachers'' beliefs and perceptions about the use of developmentally appropriate practice.
This article describes a mixed-method study that examined the perceptions of toddler and preschool teachers regarding the early childhood approach known as developmentally appropriate practice. The intent was to determine whether ECE teachers are overly influenced by k-12 curricular.
Toddler and preschool teachers were intervieved and observed to determine whether or not they were implementing developmentally appropriate practice in their classrooms. Results show that a disproportionate number of these teachers believed in implementing a k-12 curricula approach.
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