期刊名称：International Journal of Early Childhood Special Education
电子版ISSN：1308-5581
出版年度：2022
卷号：14
期号：3
页码：2103-2110
DOI：10.9756/INT-JECSE/V14I3.248
语种：English
出版社：International Journal of Early Childhood Special Education
摘要：This study looks at how preservice early childhood teachers define and interpret developmentally appropriate practices (DAP), as well as DAP principles and features. Early childhood preservice teachers had relatively strong beliefs about DAP, according to the study. DAP views were stronger among preservice teachers who were further along in their teacher training program than instructors who had just started their teacher training program. Similarly, teachers who had completed more field placements had more positive attitudes toward DAP. The definitions and concepts of developmentally appropriate/inappropriate practice as defined by teachers were investigated. The findings' implications for educating teachers to apply proper practice are highlighted. The concept of Developmentally Appropriate Practice (DAP) has long been seen as important in early childhood education. Even though the NAEYC(National association for the education of young children) DAP principles have become canonical in early childhood education, there are many different interpretations of what DAP is, how to implement it, and how significant it is in connection to overall classroom practice. The variance in teacher beliefs on the importance of DAP reflects their level of understanding about DAP.
关键词：Developmentally Appropriate Practices (DAP);development of learners;convictions
