Rethinking Teachers’ Beliefs and Practices of Early Childhood Teaching from Critical Perspectives
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
As the grand narrative in early childhood education, ideas of Developmentally Appropriate Practice(DAP) have had a great influence on research on teachers’ beliefs and practices. The literaturepertaining to this area is critically reviewed in this article. The article focuses on how the dichotomousand modernist notion of DAP has limited practitioners’ beliefs and thoughts of their performance inclassrooms. The review includes 1) debates on DAP from critical perspectives, 2) the ways in which thedichotomous idea of DAP has, in each category of the research, a limitary effect on shaping earlychildhood teaching identity, and 3) a discussion of issues of gender, ethnicity, and sexuality as possiblealternative teaching identities for future research on early childhood teachers’ beliefs and practices. Italso discusses a need to expand early childhood teachers’ teaching identities beyond DAP.
Abstract
As the grand narrative in early childhood education, ideas of Developmentally Appropriate Practice(DAP) have had a great influence on research on teachers’ beliefs and practices. The literaturepertaining to this area is critically reviewed in this article. The article focuses on how the dichotomousand modernist notion of DAP has limited practitioners’ beliefs and thoughts of their performance inclassrooms. The review includes 1) debates on DAP from critical perspectives, 2) the ways in which thedichotomous idea of DAP has, in each category of the research, a limitary effect on shaping earlychildhood teaching identity, and 3) a discussion of issues of gender, ethnicity, and sexuality as possiblealternative teaching identities for future research on early childhood teachers’ beliefs and practices. Italso discusses a need to expand early childhood teachers’ teaching identities beyond DAP.
참고문헌 (57)
- Berthelsen, D., "Working with toddlers in child care : Practitioners’ beliefs about their role", Early Childhood Research Quarterly, 22(3), pp.347~362 (2007)
- Bredekamp, S., "Developmentally appropriate practice in early childhood programs" (1997), NAEYC
- Buchanan, T. K., "Predictors of the developmentally appropriateness of the beliefs and practices of first, second, and third grade teachers", Early Childhood Research Quarterly, 13(3), pp.459~483 (1998)
- Burman, E., "Deconstructing developmental psychology" (2008), Routledge
- Cannella, G. S., "Deconstructing early childhood education" (1997), Peter Lang
- Cannella, G. S., "Postmodern research in early childhood education. In S. Reifel (Ed.)", Advances in early education and day care, 10, pp.3~39 (1999)
- Cassidy, D. J., "The effects of education on child care teachers’ beliefs and classroom quality : Year one evaluation of the TEACH early childhood associate degree scholarship program", Early Childhood Research Quarterly, 10(2), pp.171~183 (1995)
- Charlesworth, R., "Developmentally appropriate practice is for everyone", Childhood Education, 74(5), pp.274~282 (1998)
- Charlesworth, R., "Kindergarten teachers’ beliefs and practices", Early Child Development and Care, 70(1), pp.17~35 (1991)
- Charlesworth, R., "Measuring the developmental appropriateness of kindergarten teachers’ beliefs and practices", Early Childhood Research Quarterly, 8(3), pp.255~276 (1993)
- Charlesworth, R., "Differential effects of kindergarten teacher’s beliefs about developmentally appropriate practice on their use of scaffolding following inservice training", Teaching and Teacher Education, 22(7), pp.935~945 (2006)
- Croom, L. L., "The relationship between the construction of multidimensional selfconcept in second grade children and the level of teacher endorsement of developmentally appropriate practice", Paper presented at the meeting of the Association for Childhood Education International Study Conference, New Orleans (1993)
- Delpit, L., "Other people’s children : Cultural conflicts in the classroom" (2006), New Press
- Ernest, J. M., "An alternative approach to studying beliefs about Developmentally Appropriate Practices", Contemporary Issues in Early Childhood, 2(3), pp.337~353 (2001)
- File, N., "A comparison of early childhood and elementary education students’ beliefs about primary classroom teaching practices", Early Childhood Research Quarterly, 17(1), pp.126~137 (2002)
- Goldstein, L., "Beyond the DAP versus standards dilemma : Examining the unforgiving complexity of kindergarten teaching in the United States", Early Childhood Research Quarterly, 22(1), pp.39~54 (2007)
- Goldstein, L., "Teaching the standards is developmentally appropriate practice : Strategies for incorporating the sociopolitical dimension of dap in early childhood teaching", Early Childhood Education Journal, 36(3), pp.253~260 (2008)
- Grieshaber, S., "Embracing identities in early childhood education", pp.3~22 (2001), Teachers College
- Hatch, A., "Developmentally appropriate practice : Continuing the dialogue", Contemporary Issues in Early Childhood, 3(3), pp.439~457 (2002)
- Hill, T. W., "Dimensions of beliefs and values of kindergarten teachers, nursery teachers, and mothers pertaining to children entering kindergarten", 박사, pp.1984
- Holmes, J., "Determining continuity in the primary grades with regard to developmentally appropriate teaching practices. (ERIC Document Reproduction Service No. ED382369)", ~ (1994)
- Huber, J., "Children’s narrative identity-making : Becoming intentional about negotiating classroom spaces", Curriculum Studies, 35(3), pp.303~318 (2003)
- Hyson, M. C., "Assessing early childhood teachers’ beliefs about emotions : Content, contexts, and implications for practice", Early Education and Development, 7(1), pp.60~78 (1996)
- Johnson, R. T., "Hands off : The disappearance of touch in the care of children" (2000), Peter Lang
- Jones, I., "Differential Social and academic effects of developmentally appropriate practices and beliefs", Journal of research in Childhood Education, 14(1), pp.26~35 (1999)
- Kagan, D. M., "Beliefs and behaviours of kindergarten teachers", Educational Research, 30(1), pp.26~35 (1988)
- Kagan, S. L., "Readiness 2000 : Rethinking rhetoric and responsibility", Phi Delta Kappa, 72(4), pp.272~279 (1990)
- Krockover, G. H., "How well do multiage intermediate classrooms foster successful learning for children?", The Educational Forum, 64(1), pp.67~74 (1999)
- Lubeck, S., "Is developmentally appropriate for everyone?", Childhood Education, 74(5), pp.283~292 (1998)
- Lubeck, S., "Is DAP for everyone?, A response", Childhood Education, 74(5), pp.299~301 (1998)
- Lyotard, J., "Postmodern condition : A report on knowledge" (1984), University of Minneapolis Press
- MacNaughton, G., ""You can be dad" : Gender and power in domestic discourses and fantasy play within early childhood", Journal for Australian Research in Early Childhood Education, 1, pp.93~101 (1994)
- MacNaughton, G., "Feminist praxis and gaze in the early childhood curriculum", Gender and Education, 9(3), pp.317~326 (1997)
- MacNaughton, G., "Beyond ‘othering’ : Rethinking approaches to teaching young Anglo-Australian children about indigenous Australians", Contemporary Issues in Early Childhood, 2(1), pp.83~93 (2001)
- Mallory, B. L., "Diversity and developmentally appropriate practices : Challenges for early childhood education" (1994), Teachers College Press
- Martin, D. M., "Where are the men? The security of males in early childhood classrooms", Journal of Early Childhood Teacher Education, 21(3), pp.321~330 (2000)
- McMullen, M. B., "Characteristics of teachers who talk the DAP talk and walk the DAP walk", Journal of Research in Childhood Education, 13(2), pp.216~230 (1999)
- McMullen, M. B., "Education matters in the nurturing of the beliefs of preschool caregivers and teachers", Early Childhood Research and Practice, 4(2), pp.213~236 (2002)
- Nespor, J., "The role of beliefs in the practice of teaching", Curriculum Studies, 19(4), pp.317~328 (1987)
- Ochsner, M. B., "Something rad & risqué : A feminist poststructuralist study of gender in an urban kindergarten classroom", 박사, pp.1999
- Pajares, M. F., "Teachers’ beliefs and educational research : Cleaning up a messy construct", Review of Educational Research, 62(3), pp.307~332 (1992)
- Ryan, S., "Freedom to choose: A post-structural study of child-centered pedagogy in a kindergarten classroom", 박사, pp.1998
- Ryan, S., "Shifting from developmental to postmodern practice in early childhood teacher education", Journal of Teacher Education, 56(1), pp.34~45 (2005)
- Ryan, S., "Traditional practices, new possibilities : Transforming dominant images of early childhood educators", Australian Journal of Early Childhood, 24(4), pp.14~20 (1999)
- Ryan, S., "Embracing identities in early childhood education", pp.45~59 (2001), Teachers College
- Silin, J. G., "Sex, death, and the education of children : Our passion for ignorance in the age of AIDS" (1995), Teacher College Press
- Skattebol, J., "Dark, dark and darker : Negotiations of identity in an early childhood setting", Contemporary Issues in Early Childhood, 4(2), pp.149~166 (2003)
- Smith, K., "Student-teachers’ beliefs about developmentally appropriate practice : pattern, stability, and the influence of locus of control", Early Childhood Research Quarterly, 12(2), pp.221~243 (1997)
- Smith, K., "Multidimensional self-concepts of children and teacher beliefs about developmentally appropriate practices", Journal of Educational Research, 93(5), pp.312~321 (2000)
- Stipek, D. J., "Early childhood education teachers : Do they practice what they preach?", Early Childhood Research Quarterly, 12(3), pp.305~325 (1997)
- Sumsion, J., "Oppositional discourses : Deconstructing responses to investigations of male early childhood educators", Contemporary Issues in Early Childhood, 1(3), pp.259~275 (2000)
- Szente, J., "Views of teachers’ and parents’ of children regarding developmentally appropriate practice : a Hungarian perspective", 박사, pp.2001
- Theilheimer, R., "Embracing identities in early childhood education", pp.103~113 (2001), Teachers College
- Tobin, J., "Making a place for pleasure in early childhood education", pp.119~158 (1997), Yale University Press
- Vartuli, S., "How early childhood teacher beliefs vary across grade level?", Early Childhood Research Quarterly, 14(4), pp.489~514 (1999)
- Walkerdine, V., "Changing the subject: Psychology, social regulation and subjectivity", pp.153~202 (1984), Methuen
- West, L. S., "The influence of principals on the institutionalization of developmentally appropriate practice: A multiple case study", Paper presented at the annual meeting of the American Educational Research Association, Washington, DC (2001)
