Comparing beliefs about appropriate practice among early childhood education and care professionals from the US, China, Taiwan, Korea and Turkey


McMullen M., Elicker J., Wang J., Erdiller Z., Lee S., Lin C., ...Daha Fazla

EARLY CHILDHOOD RESEARCH QUARTERLY, cilt.20, ss.451-464, 2005 (SSCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: 20 Konu: 4
  • Basım Tarihi: 2005
  • Doi Numarası: 10.1016/j.ecresq.2005.10.005
  • Dergi Adı: EARLY CHILDHOOD RESEARCH QUARTERLY
  • Sayfa Sayıları: ss.451-464

Özet

The purpose of this study was to examine what, if anything, caregivers and teachers of 3- to 5-year-old children from the U.S. (n=412), China (n=244), Taiwan (n=222), Korea (n=574), and Turkey (n=214), had in common in terms of self-reported beliefs and self-reported practices related to the National Association for the Education of Young Children's (NAEYC) policy statement for developmentally appropriate practices (DAP). DAP is widely endorsed by early childhood education and care professionals in the U.S. and is assumed to have far reaching impact on curricular beliefs and practices throughout the world. Pearson correlations and one-way ANOVA were used to compare overall mean scores for beliefs measured by the Teachers Beliefs Scale (TBS) to those of practices measured by the Instructional Activities Scale (IAS) [Charlesworth, R., Hart, C. H., Burts. D. C., & Hernandez, S. (1991). Kindergarten teachers' beliefs and practices. Early Child Development and Care, 70, 17-35]. Item-by-item analyses were conducted using factor analysis and chi(2) analyses within and across countries. Similarities emerged related to, in particular, those beliefs and teaching practices associated with integrating across the curriculum, promoting social/emotional development, providing concrete/hands-on materials, and allowing play/choice in the curriculum. (c) 2005 Elsevier Inc. All rights reserved.