Date of Award
12-14-2024
Document Type
Non Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Early Childhood Education
Capstone Instructor
Dr. Kelly Sadlovsky
Second Reader
DeShawn Woods
Keywords
developmentally appropriate practice (DAP), early childhood education (ECE), social-emotional learning (SEL), whole child development, academic push down, joy of learning
Abstract
Early childhood education has undergone significant changes in recent years (Harmon & Viruru, 2018). The increasing focus on academic success and the rising use of technology have somewhat overshadowed the joy of learning in young children (Przybylski & Weinstein, 2019). However, it's important to remember that play, often sacrificed in favor of structured academic activities, is a crucial aspect of developmentally appropriate practice in early childhood. These playful learning experiences are essential in sparking the joy of learning in young children (Friedman et al,, 2021). The research indicates that factors such as academic push-down, excessive use of technology, lack of play, or the absence of unstructured playtime can all have a negative impact on the joy of learning. Social-emotional learning is another vital component of early childhood education. Children with strong social-emotional skills are more motivated, can regulate their emotions, communicate and interact with others, build relationships, and solve problems (Cuartas et al., 2022). The key findings of this research highlight the importance of developmentally appropriate practice, social-emotional learning, positive teacher-child interactions, and parent involvement. This paper is a focused analysis and synthesis of these research findings.
Keywords: developmentally appropriate practice (DAP), early childhood education (ECE), social-emotional learning (SEL), whole child development, academic push down, joy of learning