NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ799526
Record Type: Journal
Publication Date: 2008-May
Pages: 7
Abstractor: ERIC
Reference Count: 7
ISBN: N/A
ISSN: ISSN-1040-9289
Teaching and Learning in a Post-DAP World
Graue, Elizabeth
Early Education and Development, v19 n3 p441-447 May 2008
Recently a school district colleague recounted a conversation with a young kindergarten teacher that had shaken her to her core. The kindergarten teacher (let's call her Ms. Post) said that nobody talks about developmentally appropriate practice (DAP) anymore--everyone is way past that. The author and her colleague, two mature early childhood veterans, gasped in recognition of this crystallization of a reality. Kindergarten, which always represents to her a window on early childhood, was evolving in ways that were heart-wrenchingly disturbing. How is it related to a special issue on teaching in early childhood education (ECE)? The author sees it as a snapshot of a moment in time--a window into broader issues related to teaching and learning in ECE. In this essay, the author explores the context for this story, making connections to what she sees as the state of knowledge about ECE. In addition, the author examines metaphors that have shaped the thinking and therefore the action related to research on ECE teaching. Finally, the author suggests what she sees as the heart of the matter. (Contains 2 footnotes.)
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A