National Board Certification and Developmentally Appropriate Practices: Perceptions of Impact

McKenzie, Ellen

doi:10.1080/02568543.2013.766661

Cited by 5 publications

(3 citation statements)

References 10 publications

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“…Findings from several studies indicate that early childhood practitioners' use of different kinds of early childhood intervention practices, and their beliefs about their abilities to use the practices, is related to several different factors (e.g., Bruder & Dunst, 2008;Hider, 2000;Rapport, McWilliam, & Smith, 2004). Results from these studies indicate that practitioner use of early childhood intervention practices is related to professional discipline McWilliam & Bailey, 1994), years of professional experience (McKenzie, 2013; Weintraub Moore & Wilcox, 2006), type of early childhood intervention program and setting (Dunst, Bruder, & Espe-Sherwindt, 2014;McWilliam & Bailey, 1994), the characteristics of the children served by practitioners (McWilliam & Bailey, 1994;Ruble & McGrew, 2013), and both the availability and types of professional development (Bruder, Dunst, Wilson, & Stayton, 2013;Martinez, 2017).…”

Section: Introductionmentioning

confidence: 99%

Predictors of Practitioners’ Use of Recommended Early Childhood Intervention Practices

Dunst¹,

Bruder²,

Maude³

et al. 2020

IES

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Findings from research syntheses of adult learning and in-service training studies identified the importance of professional development as a factor influencing practitioner use of recommended and evidence-based intervention practices. These relationships were used to test the hypothesis that practice-specific evidence-based capacity-building professional development would be related to early childhood practitioners’ reported use of recommended early childhood intervention practices. The participants were practitioners working with birth to 3-year-old, 3- to 5-year-old, or birth to 5-year-old children with identified disabilities, developmental delays, or at-risk conditions in home-based or center-based programs or both. The predictors included three practitioner background variables (e.g., years of professional experience) and three professional development variables (e.g., evidence-based professional development practices). Results indicated that the three professional development practice variables accounted for significant amounts of variance in the practitioners’ reported use of 10 different practices beyond that accounted for by the three background variables. The findings highlight the importance of evidence-based capacity-building professional development as a factor influencing practitioners’ judgments of their use of recommended practices.

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Section: Introductionmentioning

confidence: 99%

Predictors of Practitioners’ Use of Recommended Early Childhood Intervention Practices

Dunst¹,

Bruder²,

Maude³

et al. 2020

IES

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“…Individualized practices are ones that are responsive to child and family concerns and priorities and include the use of informal and formal resources, strategies, and techniques tailored to each individual child and family's situation (Aaron et al, 2014;Turbiville, Turnbull, Garland, & Lee, 1996). Developmentally appropriate practices also emphasize child-initiated learning, teacher responsiveness to child interests, and the use of curricular materials and methods that promote and enhance development at a pace best suited to each individual child's learning style (McKenzie, 2013;Ruble & McGrew, 2013). Integrated and coordinated service delivery refers to practices involving opportunities for joint planning and collaboration among professionals and between professionals and parents (Bruder, 1994;Rainforth & York-Barr, 1997), coordinated and integrated delivery of services to children and their families (Salisbury, 1992), and the inclusion of children with disabilities in typically occurring school programs and activities (Peck, Odom, & Bricker, 1993;Wolery & Wilbers, 1994).…”

Section: Introductionmentioning

confidence: 99%

Parent Perspectives of Desired and Experienced Child and Family Practices in the Early Elementary Grades

2019

JEP

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Knowledge of the types of school-based practices parents consider important for their children and themselves are the foundations for improving school-family relationships. Surveys were used to determine parents' (1) desire for family-centered practices, individualized and developmentally appropriate child practices, and integrated and coordinated child and family practices in the early elementary grades, (2) the extent to which parents and their children experienced desired practices, (3) barriers and solutions to use of the practices, and (4) strategies and recommendations for promoting increased use of desired practices. Participants were parents of children with disabilities or developmental delays who previously participated in early intervention or preschool special education programs, or both, where the children were currently enrolled in grades K through 3 at the time data collection occurred. Findings indicated that the desire for targeted practices varied depending on the types of practices, the parents and children minimally experienced desired practices, and that barriers and solutions tended to be related to family-school relationships. Implications for improving school-family relationships and practices are described.

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“…Others, such Aylor (2007), Brown and Lee (2012), Goldstein (2008a;Goldstein, 2008b), and Gallant (2009), looked at the varying benefits of implementing DAPs in classrooms. Some studies have looked beyond the ECE classroom to focus on preparing teachers for these responsibilities and the importance of their understanding of the term "DAP," as well as their beliefs about it (Goldstein, 2008a;Kim, 2011;McKenzie, 2013). Kim (2011) expressed the importance of teacher preparation by stating: "[It] is a critical period in which new teachers begin to develop and elaborate upon their own beliefs" (p.…”

Section: Problem Of Practicementioning

confidence: 99%

When developmentally appropriate practices meet standards-based education

McDowell¹

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This qualitative study explored how teacher preparation programs can better prepare early childhood education preservice teachers for the roles they will take in the classroom and measures for overcoming challenges they may face. The study was guided by the following two research questions: (a) How do teacher preparation programs that focus on developmentally appropriate practices prepare preservice teachers to meet the academic demands, developmental, and diverse needs of the students they will eventually teach? and (b) Once those teachers have entered the field, how do they maintain a developmentally appropriate practices pedagogy in the face of standardized testing and curriculum? The findings suggest that great strides have been achieved in some areas of teacher preparation. Addressing standards-based education with developmentally appropriate practices is a driving force behind these advancements. However, the study revealed that there are still many issues that need to be addressed. One of these is how practitioners can navigate the barriers they are facing in today's classrooms.

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National Board Certification and Developmentally Appropriate Practices: Perceptions of Impact

Cited by 5 publications

References 10 publications

Predictors of Practitioners’ Use of Recommended Early Childhood Intervention Practices

Predictors of Practitioners’ Use of Recommended Early Childhood Intervention Practices

Parent Perspectives of Desired and Experienced Child and Family Practices in the Early Elementary Grades

When developmentally appropriate practices meet standards-based education

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