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Pyle, Angela; Bigelow, Ashley – Early Childhood Education Journal, 2015
The benefits of play to children's development and academic learning are often discussed in the research. However, inconsistencies in definitions of play and differing perspectives concerning the purpose of play in educational settings make it challenging for teachers to determine how to productively integrate play-based pedagogies into their…
Descriptors: Foreign Countries, Play, Child Development, Academic Standards
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Omeroglu, Esra; Buyukozturk, Sener; Aydogan, Yasemin; Cakan, Mehtap; Cakmak, Ebru Kilic; Ozyurek, Arzu; Akduman, Gulumser Gultekin; Gunindi, Yunus; Kutlu, Omer; Coban, Aysel; Yurt, Ozlem; Kogar, Hakan; Karayol, Seda – Educational Sciences: Theory and Practice, 2015
This study aimed to determine and interpret norms of the Preschool Social Skills Rating Scale (PSSRS) teacher form. The sample included 224 independent preschools and 169 primary schools. The schools are distributed among 48 provinces and 3324 children were included. Data were obtained from the PSSRS teacher form. The validity and reliability…
Descriptors: Preschool Children, Preschool Education, Rating Scales, Norms
Nebraska Department of Education, 2018
The Early Learning Guidelines: Nebraska's Birth to Five Learning and Development Standards (hereafter referred to as the Guidelines) is a resource to provide information about young children's learning and development. The Guidelines are intended to assist adults in planning and providing meaningful learning experiences and environments for…
Descriptors: Early Childhood Education, Young Children, Child Development, Developmentally Appropriate Practices
Wilson, Andrea; Wilson, Jon – Online Submission, 2012
(Purpose) The purpose of this research model is to determine if a gifted preschool child will be less likely to experience severe emotional disturbance (SED) if he, or she, has been exposed to a curriculum that is appropriate for his, or her, mental age and an environment with true peers that is appropriate for his, or her, chronological age. …
Descriptors: Behavior Problems, Mental Age, Early Intervention, Academically Gifted
Nebraska Department of Education, 2013
This resource provides parents with widely held expectations for their child's development prior to kindergarten and ways parents can encourage their child's growth. Although a child's growth and development follows a general pattern, all children grow at different rates. Some children will be doing things earlier or later than others. There's no…
Descriptors: Early Childhood Education, Child Development, School Readiness, Parent Role
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Shiakou, Monica; Belsky, Jay – Early Education and Development, 2009
Research Findings: This study, undertaken in Nicosia, Cyprus, sought to evaluate some of the hypothesized developmental benefits of developmentally appropriate practices (DAP) by investigating how the pedagogical attitudes and practices of Greek/Cypriot parents (n = 142) and teachers (n = 16) relate to 4- to 7-year-olds' (n = 142) social-emotional…
Descriptors: Developmentally Appropriate Practices, Foreign Countries, Parent Attitudes, Teacher Attitudes
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Bauer, Sarah C.; Smith, Peter J.; Chien, Alyna T.; Berry, Anita D.; Msall, Michael – Infants and Young Children, 2009
Enhancing Developmentally Oriented Primary Care (EDOPC) is a formal didactic curriculum based on Healthy Steps materials that is designed to improve practicing pediatricians' knowledge and confidence in developmental screening within the medical home. We modified the EDOPC program to provide a formal curriculum to pediatric residents serving…
Descriptors: Community Services, Mental Health, Preschool Children, Developmental Delays
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Jambunathan, Saigeetha; Burts, Diane C.; Pierce, Sarah H. – Journal of Research in Childhood Education, 1999
Investigated the relationship between developmentally appropriate practices in the classroom and preschoolers' perception of self-confidence. Found that developmentally appropriate practice influenced social development, and that teaching strategies, curriculum goals, motivation, and guidance of social-emotional development predicted peer…
Descriptors: Child Development, Developmentally Appropriate Practices, Outcomes of Education, Peer Acceptance
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Conroy, Maureen A.; And Others – Dimensions of Early Childhood, 1996
Discusses the importance of social skills in young children, and the need for "naturalistic" procedures rather than teacher direction to intervene in social development of children with disabilities. Presents strategies for supporting social behaviors in preschoolers that foster social skills development in areas including large- and…
Descriptors: Classroom Environment, Classroom Techniques, Developmentally Appropriate Practices, Disabilities
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Heft, Todd M.; Swaminathan, Sudha – Journal of Research in Childhood Education, 2002
Examined the impact of computers on the social behavior of 14 preschoolers over a 2-month period. Found that there were a total of 91 peer interactions and 33 teacher interactions, including children acknowledging each other, children commenting and being ignored, and children sharing or helping each other. Boys used the computer more than girls.…
Descriptors: Computer Uses in Education, Cooperation, Developmentally Appropriate Practices, Longitudinal Studies
Dixon, Dorothy – 1993
This book discusses the developmental characteristics and needs of preschoolers and how to create an environment that fosters growth in all facets of their development. The four chapters examine intellectual development, social-emotional growth, spiritual growth, and physical development. Each chapter explores the particular needs and…
Descriptors: Child Development, Childhood Needs, Cognitive Development, Developmental Stages
Dodge, Diane Trister; Colker, Laura J.; Heroman, Cate – 2001
Intended for use with the Creative Curriculum for Early Childhood, this integrated ongoing student assessment toolkit is designed for preschool teachers to help them focus on all aspects of a child's development, thereby giving them a way to ensure that all children in their classes are making progress. The assessment kit uses a strength-based…
Descriptors: Check Lists, Child Development, Cognitive Development, Creative Teaching
Peck, Claudia J.; Bridge, Connie – 1992
The Kentucky Education Reform Act (KERA) Preschool Programs is a comprehensive early childhood educational delivery system that provides developmentally appropriate practices to children, integrated services to families, and interdisciplinary and interagency collaboration among organizations serving young children in Kentucky. This report…
Descriptors: Agency Cooperation, Cost Effectiveness, Developmentally Appropriate Practices, Disabilities
Dodge, Diane Trister; Colker, Laura J.; Heroman, Cate – 2002
Intended for use with the Creative Curriculum for Early Childhood, this integrated ongoing student assessment toolkit, in Spanish, is designed for preschool teachers to help them focus on all aspects of a child's development, thereby giving them a way to ensure that all children in their classes are making progress. The assessment kit uses a…
Descriptors: Check Lists, Child Development, Cognitive Development, Creative Teaching
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Melhuish, Edward C. – International Journal of Early Years Education, 1993
Reviews and critiques past research that investigated the effects of various types of day-care provisions on the development of preschool children. Argues that, in view of the diversity of provisions offered in different countries, simple global generalizations about the effects of out-of-home preschool experiences on later development cannot be…
Descriptors: Cognitive Development, Comparative Education, Day Care, Developmentally Appropriate Practices
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