Showing papers in "Early Childhood Education in 1998"

ARTICLES : The Beliefs and Practices of Early Childhood Educators in the U.S. : Does Specialized Preparation Make a Difference in Adoption of Best Practices ?

Abstract: In this study, the role of specialized professional preparation in early childhood education in determining the adoption of developmentally appropriate practices as both a philosophical orientation and as a guide to actual classroom practice is explored. How do those who receive specialized preparation in early childhood differ from their otherwise prepared colleagues? While preschool teachers in general scored higher than elementary school teachers on instruments that measured developmentally appropriate beliefs and practices, teachers with specialized early childhood background preparation, regardless of teaching environment, held significantly more $quot;highly appropriate$quot; beliefs and practiced in ways that were more $quot;highly appropriate.$quot; This research confirms the assumption that teachers` qualifications impact the quality of the early childhood classroom and that it is important to understand early childhood as a unique period of development and to acquire the body of knowledge and skills that define the field.

Recognizing the Centrality of Cultural Diversity and Racial Equity: Beginning a Discussion and Critical Reflection on Developmentally Appropriate Practice.

Abstract: Recognizing the Centrality of Cultural Diversity and Racial Equity: Beginning a Discussion and Critical Reflection on Developmentally Appropriate Practice

ARTICLES : Preschool Children's Cognitive Play : A Factor Analysis

Abstract: A factor analysis was done on the play behavior of preschool children. The subjects were 2400 three-, four-, and five-year-old children attending an early childhood program. Their play behaviors were observed, recorded, and analyzed using the Play Rating Scale. Three factors underlying the play of these children were identified. These factors had strong loadings and a range of items. The factors were (1) Discussion of Ideas in Play activity, (2) Sociodramatic Play Behaviors in Play Activities, and (3) Action Play in Physical Play Activities. These factors manifest the significance of discussing ideas, engaging in sociodramatic play, and using actions in their play activities. These outcomes suggest implications for the study of young children`s play and support the constructs in children`s play (e.g., cognitive, social, emotional development).