Title

Teacher Education as a Predictor of the Use of Developmentally Appropriate Practice

Author

Deborah Greenlee, Concordia University, St. Paul

Date of Award

2006

Document Type

Non Thesis

Degree Name

Master of Arts in Education

Department

Education

Program

Early Childhood Education

Capstone Instructor

Sue Starks

Second Reader

Lynn Gehrke

Keywords

teacher training, early childhood education, developmentally appropriate practices

Abstract

This thesis examines what is needed in the Associate (AA) Degree Early Childhood Education program at one community college to allow graduates to implement Developmentally Appropriate Practice (DAP). Current research shows that early childhood teachers are more likely to use DAP in their classrooms and continue their professional growth if they:

• Participate in reflection of their practices
• Participate in supervised student teaching with an actively involved supervising Teacher
• Are mentored by a professional in the field of early childhood
• Witness appropriate adult behaviors towards young children

The main focus has been with the Cooperative Education course. Course requirements will now strengthen the elements necessary for associate degree graduates to implement DAP. In additions these enhancements connect well to the requirements introduced by Community College System of North Carolina.

Recommended Citation

Greenlee, D. (2006). Teacher Education as a Predictor of the Use of Developmentally Appropriate Practice (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/legacy-capstones_maed/229