Date of Award
10-12-2024
Document Type
Thesis
Department
Education
Program
Early Childhood Education
Capstone Instructor
Dr. Kelly Sadlovsky
Second Reader
DeShawn Woods
Keywords
whole child development, developmentally appropriate practice (DAP), standardized academics, early childhood classrooms
Abstract
In the education systems, the emphasis on academic achievement often overshadows the development of young learners. This pressure was particularly evident in early childhood classrooms, where educators were to prioritize standardized academic outcomes over the broader needs of the whole child (Cade et al., 2022). This research paper explored the tension between academic pressure and development in early childhood education, examining how the intense
focus on academic knowledge could undermine efforts to support the social, emotional, and cognitive growth of students (Friedman et al., 2021). A review of existing literature and an analysis of educational practices showed that the emphasis on academic performance often limited educators' ability to nurture a well-rounded developmental experience. The findings suggested that a rebalancing of priorities, incorporating both academic and developmental goals, was crucial for fostering a more supportive and effective learning environment for young children (Developmental Appropriate Practice, 2022)