The purpose of this qualitative explanatory multi-case study was to examine toddler and preschool teachers’ beliefs and perceptions about the use of DAP within toddler and preschool classrooms. Data were collected from a purposeful sample of 16 teachers on their beliefs and perceptions about classroom practices and the forces that shape such practices in toddler and preschool classrooms. Findings suggest that a disturbing amount of toddler and preschool teachers endorsed a K-12 pushdown curriculum with the belief that young children should be able to sit and complete worksheets. (author abstract)
Toddler and preschool teachers’ beliefs and perceptions about the use of developmentally appropriate practice
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