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Direct linkTsortanidou, Xanthippi; Daradoumis, Thanasis; Barberá, Elena – Early Child Development and Care, 2022
The purpose of this preliminary pilot study is to identify how imaginative teaching methods and low-technology prototyping promote social-emotional (SE) skills development in elementary school students. Particularly, two are the objectives of the study, firstly to test the research designs feasibility and validate the research tools and secondly,…
Descriptors: Teaching Methods, Social Emotional Learning, Pilot Projects, Elementary School Students
Leung, Chi-Hung; Hue, Ming-Tak – Early Child Development and Care, 2017
Preschool teachers are an important element of high-quality, developmentally and multiculturally appropriate early childhood programmes. 7.5% of the total 160,000 children enrolled in Hong Kong kindergartens are ethnic-minority students and they are neglected in the Hong Kong education system until 2008. This study investigated the perceptions of…
Descriptors: Foreign Countries, Preschool Teachers, Multicultural Education, Developmentally Appropriate Practices
Beers, Courtney – Early Child Development and Care, 2019
The quality of early caregiving and educational environments has a significant effect on children's later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments and therefore they need appropriate professional preparation. The purpose of this study was to describe the ways in which…
Descriptors: Preservice Teachers, Cognitive Development, Child Development, Early Childhood Teachers
Mohamed, Ahmed Hassan Hemdan; Al-Qaryouti, Ibrahim Amin – Early Child Development and Care, 2016
The purpose of this study was to explore whether preschool teachers' self-reported beliefs could predict their self-reported practices about developmentally appropriate practices (DAP). A related purpose was to examine whether classroom size and teachers' experience are significant predictors of their self-reported beliefs and practices. A total…
Descriptors: Correlation, Preschool Teachers, Teacher Attitudes, Developmentally Appropriate Practices
McKenney, Susan; Bradley, Barbara – Early Child Development and Care, 2016
Against the backdrop of growing international concern for a narrowing view of early literacy, this study was initiated to determine how teachers of four-year-olds view their task of fostering early literacy. This paper reports on the first steps to design and validate an instrument which captures teachers' perceptions of early literacy content…
Descriptors: Teacher Attitudes, Emergent Literacy, Curriculum Implementation, Content Validity
Demircan, Özlen; Erden, Feyza Tantekin – Early Child Development and Care, 2015
The purpose of this study was to investigate the relationship between developmentally appropriate practices (DAP) and parental involvement beliefs of preschool teachers and the parents of preschool children. Data were collected from 279 teachers and 589 parents via a demographic information questionnaire, "Teachers' Beliefs Scale"…
Descriptors: Parent Attitudes, Correlation, Developmentally Appropriate Practices, Questionnaires
Sakellariou, Maria; Rentzou, Konstantina – Early Child Development and Care, 2011
Beliefs are said to affect the pedagogical practice one employs. Considering the potentially important influence of teachers' beliefs on their practices, the level of early childhood teachers' beliefs about developmentally appropriate practice (DAP) and the relationship between their beliefs and practices are regarded as important topics of study…
Descriptors: Early Childhood Education, Young Children, Foreign Countries, Developmentally Appropriate Practices
