Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 2 |
Descriptor
Author
| Bassett, Hideko H. | 1 |
| Clark, Patricia | 1 |
| Denham, Susanne A. | 1 |
| Ferrier, David E. | 1 |
| Im, Seongah | 1 |
| Jones, Nicole M. | 1 |
| Kobayashi, Tessei | 1 |
| Meier, Daniel R. | 1 |
| Nissani, Helen | 1 |
| Schonleber, Nanette S. | 1 |
| Smith, Anne B. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 4 |
| Guides - Non-Classroom | 2 |
| Books | 1 |
| ERIC Digests in Full Text | 1 |
| ERIC Publications | 1 |
| Opinion Papers | 1 |
| Reports - Evaluative | 1 |
| Reports - Research | 1 |
Education Level
| Preschool Education | 1 |
Audience
Location
| Japan | 1 |
| New Zealand | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkWatanabe, Naomi; Denham, Susanne A.; Jones, Nicole M.; Kobayashi, Tessei; Bassett, Hideko H.; Ferrier, David E. – SAGE Open, 2019
To facilitate preschoolers' emotional development, it is useful to have a developmentally and culturally appropriate measure of emotion knowledge. The Affect Knowledge Test (AKT), a widely used measure of emotion knowledge, has been previously used with diverse cultural groups, including Japanese preschoolers, despite scarce reliability and…
Descriptors: Emotional Development, Preschool Children, Psychometrics, Test Reliability
Yamauchi, Lois A.; Im, Seongah; Schonleber, Nanette S. – Journal of Early Childhood Teacher Education, 2012
This article describes collaboration between preschool and university educators focused on adapting the Center for Research on Education, Diversity, and Excellence (CREDE) standards for Effective Pedagogy for use in early childhood (EC) settings. The CREDE standards are strategies of best practices for culturally diverse K-12 students. Teachers…
Descriptors: Preschool Children, Preschool Teachers, Preschool Curriculum, Preschool Education
Download full textNissani, Helen – 1993
Early childhood programs should be designed to serve the whole child's development within the context of the family and community. This is especially important for children who speak a language other than English at home. Programs must employ developmentally and culturally appropriate practices that respect individual differences and choices and…
Descriptors: Child Development, Cultural Differences, Developmentally Appropriate Practices, Inservice Teacher Education
Meier, Daniel R. – 2000
Drawing on current research and one teacher's teaching experience, this book offers a discussion of ways to unite developmentally appropriate and culturally responsive literacy practices. The book presents detailed portraits of children learning to make sense of literacy during the early childhood years. Included are conversations with children,…
Descriptors: Cultural Differences, Cultural Pluralism, Culturally Relevant Education, Developmentally Appropriate Practices
Peer reviewedClark, Patricia – Contemporary Education, 1995
This article considers the idea of culturally appropriate practice versus developmentally appropriate practice and discusses ways that early childhood educators can create a curriculum that considers the values and beliefs of an increasingly diverse student population. It is recommended that teachers rely on students' families for information on…
Descriptors: Consciousness Raising, Cultural Awareness, Cultural Differences, Culturally Relevant Education
Peer reviewedSmith, Anne B. – Childhood Education, 1996
Asks theoretical questions about child development and how to define quality contexts for it in light of New Zealand's requirement that early childhood education meet quality criteria. Discusses principles that should underlie good programs, including a sociocultural theory of development and children's interactions with both teachers and peers.…
Descriptors: Child Development, Cultural Context, Cultural Differences, Curriculum Development
