| dc.contributor.author | Wien, Carol Anne. | en_US |
| dc.date.accessioned | 2014-10-21T12:38:29Z | |
| dc.date.available | 1991 | |
| dc.date.issued | 1991 | en_US |
| dc.identifier.other | AAINN71529 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10222/55279 | |
| dc.description | Developmentally appropriate practice is widely considered the most effective practice for supporting optimal development in young children. Yet in Nova Scotia, day care teachers frequently follow teacher-directed practice. What makes it so difficult for day care teachers to construct developmentally appropriate practice? From case studies of five teachers, using observations (59 hours), videotaped review of practice and interviews (60 hours) over a five month period, a portrayal of each teacher's practical knowledge was constructed and reviewed with her. | en_US |
| dc.description | While one teacher was constructing developmentally appropriate practice, the dominant practice of the others was teacher-directed activity. Nevertheless, a second teacher was shifting towards developmental appropriateness, and yet another incorporated many aspects within a framework of teacher direction. All teachers were motivated to accept it. | en_US |
| dc.description | From the data generated, four arguments are suggested as sources of difficulty in constructing developmentally appropriate practice. First, four teachers were somewhat unfamiliar with six major aspects of this practice. Secondly, teacher-directed activity was frequently the dominant form of practice in settings and teachers inherited teacher-directed scripts which became automatic practice. Thirdly, these teachers were frequently torn between two ways of acting, shifting from one to the other, without recognition of the conflict. Lastly, some organizational procedures reduced and impeded opportunities to construct developmentally appropriate practice. The study revealed specific areas where administrators and teacher educators could make changes to support more appropriate practice, and suggested that day care teachers increase mastery of their practice through reflection. | en_US |
| dc.description | Thesis (Ph.D.)--Dalhousie University (Canada), 1991. | en_US |
| dc.language | eng | en_US |
| dc.publisher | Dalhousie University | en_US |
| dc.publisher | | en_US |
| dc.subject | Education, Early Childhood. | en_US |
| dc.title | Developmentally appropriate practice and the practical knowledge of day care teachers. | en_US |
| dc.type | text | en_US |
| dc.contributor.degree | Ph.D. | en_US |
