Research suggests that children benefit from preschool programs only when the programs are of high quality. This study sought to ascertain if Texas public prekindergarten teachers and administrators recognized standards for high quality preschool consistent with nationally recognized standards, and to determine if their level of acceptance was…

This practicum study examined kindergarten teachers' perspectives regarding mixed-age groupings that included kindergarten students. The study focused on pedagogical reasons for using mixed-age grouping, ingredients necessary for successful implementation of a multiage program that includes kindergartners, and the perceived effects of a multiage…

Examined developmentally appropriate practices (DAP) and effects of teachers' DAP beliefs/practices on first graders' social skills and academic achievement. Found that students taught by teachers with developmentally inappropriate beliefs had higher language achievement than others. Students whose teachers' practices were neither appropriate nor…

This preliminary study aimed to develop measures that could be used to differentiate kindergartens employing developmentally appropriate and inappropriate instructional practices, and explore the relationship between appropriate and inappropriate practices and stress behaviors of 37 kindergarten children. Four instruments were used to gather data:…

Results indicated significantly more stress behaviors in children in developmentally inappropriate classes than in children in appropriate classes. Stress behaviors differed according to activity. Males exhibited slightly more stress behavior than females. (BC)

A Q-sort technique was used to determine whether there were appreciable differences between views of appropriate kindergarten programming held by professional organizations, kindergarten teachers, and elementary school administrators. A set of 52 cards with statements regarding kindergarten program components was developed from position statements…

This study compared end-of-year standardized test scores (CAT) of 204 children in 6 developmentally appropriate and 6 developmentally inappropriate kindergarten classes. Particular attention was given to the effects on test scores of the interaction of classroom type with sex, socioeconomic status, and race. Relationships between children's CAT…

This paper offers a summary analysis of 4 years of interviews with 1,003 kindergarten and first through third grade teachers regarding their experience in teaching either a small class, a regular size class, or a regular size class with a full-time teacher's aide. The paper uses teachers' descriptions of their experience to explore the effect of…

A developmentally appropriate creative writing program for kindergarten children that included peer interaction and teacher-student discussion was studied to ascertain whether program participants would attain significantly higher oral language scores than did nonparticipants. The writing program was implemented in one of two half-day kindergarten…

This paper describes a study which examined kindergarten students' concepts about authorship and how these concepts affected their view of themselves as readers and writers. The teachers' role in helping form students' attitudes was also examined. Thirty-eight children from two kindergarten classrooms and their teachers were interviewed. The…

The Nongraded Primary Learning Communities Program (NPLCP) was introduced at the beginning of the 1990-91 school year in three Houston Independent School District elementary schools. This evaluation describes the implementation of the NPLCP; examines the effect of the NPLCP on students' standardized achievement test scores; and evaluates teacher…

Viewpoints of 119 preservice teachers were examined at beginning or end of programs in early childhood (ECED) or elementary education (ELED). Compared to ELED students, ECED students favored primary education practices more consistent with constructivist nature of NAEYC guidelines in several areas. Student teachers favored more frequent use of…

An initial study revealed that kindergarten children in a developmentally inappropriate classroom exhibited significantly more stress behaviors than children in a developmentally appropriate classroom. Marginal gender differences were noted. Purposes of the study were to determine whether findings from the initial study would replicate if a larger…

Summarizes the NAEYC position statement on developmentally appropriate practice in the primary grades serving students aged 5 through 8 years. Uses a comparative format of appropriate and inappropriate practice related to curriculum goals, teaching strategies, integrated curriculum, guidance of social and emotional development, motivation, and…

This longitudinal study examined the extent to which developmentally appropriate practices of teaching and evaluation are accepted and implemented in primary schools and the relationship of teacher educational background and experience with the use of these practices. Data were obtained from the Early Childhood Longitudinal Study kindergarten…