ERIC Number: ED400039
Record Type: Non-Journal
Publication Date: 1995
Reference Count: N/A
Design and Implementation of a Developmentally Appropriate Training Model in a Day Care Facility.
Lange, Renee T.
As a practicum project, a developmentally appropriate training model was designed and implemented in a day care facility with 6 staff members, serving 40 children. Following documentation of the problem areas that inhibited application of developmentally appropriate practices in the particular day care setting, appropriate actions were implemented. The investigator modeled developmentally appropriate practices, provided teachers with constructive criticism, noted the use of developmentally appropriate practices, and conducted workshops. At the end of the program, adherence of the agency and its staff members to developmentally appropriate practices rose from a pre-intervention rate of 52 percent to a post-intervention rate of 88 percent. The outcomes of the project suggest that with appropriate training, commitment, and resources, a child care agency can be transformed from one which merely monitors or baby-sits children to one that recognizes the child as an individual. (Fifteen appendices include a copy of the calendar plan for implementation activities, budget drafts, the training schedule, a list of the characteristics of a developmentally based early childhood program, as well as questionnaires and assessment forms, and an outline used for the child development training/workshop. Contains 13 references.) (AA)
Descriptors: Child Caregivers, Childhood Needs, Classroom Environment, Day Care, Day Care Centers, Developmentally Appropriate Practices, Early Childhood Education, Educational Quality, Guidelines, Professional Development, Program Development, Program Implementation, Questionnaires, School Organization, Standards, Teacher Education, Teacher Role, Teacher Workshops, Training Methods
Publication Type: Dissertations/Theses - Practicum Papers; Tests/Questionnaires; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A