Pepper
Volume 4, Issue 1, Spring 2014
73
Delta Journal of Education
ISSN 2160-9179
Published by Delta State University
_____________________________________________________________________________________________________________________
Weathering the Storm in North Mississippi:
Kindergarten Teachers’ Perceptions of
Developmentally Appropriate Practice in
An Environment of
High-Stakes Testing and Accountability
Stephanie Pepper
Arkansas Tech University
______________________________________________________________________________
Abstract
Over the past two decades, early childhood professionals have observed many changes in the
education of young children, particularly in kindergarten. Today, young children face a plethora
of pressures to achieve in a competitive environment, one with kindergarten entrance tests,
retention, and transition classes all with the goal of preparing children for the school’s
kindergarten curriculum and beyond. The goal of this research was to assess North Mississippi
kindergarten teachers’ views and how they are evolving considering the pressures placed upon
them, and the students alike, in the present atmosphere of high-stakes testing and accountability.
To assess the teachers, the researcher surveyed 140 kindergarten teachers across the North
Mississippi Education Consortium (NMEC) using a 50-item survey with both demographic
questions and questions concerning the teachers’ views of developmentally appropriate practice
(DAP). The results of this research suggest wide acceptance of a child-centered teaching
philosophy among kindergarten teachers in the NMEC schools. The survey measured
kindergarten teachers’ perceptions regarding curriculum, instruction, and children’s growth and
__________
For more information about this article contact the author: Dr. Stephanie Pepper, Assistant Professor, ECED, 1507
North Boulder, Arkansas Tech University, Russellville, AR 72801. Voice: (479) 964-0862, Fax: (479) 964-0811.
E-mail: [email protected]
© 2014 Delta State University
Pepper
Volume 4, Issue 1, Spring 2014
74
development. Data revealed that regardless of teachers’ level of education or years of teaching
experience they supported DAP in spite of current curricular demands.
Key Words: early childhood; kindergarten; developmentally appropriate practice (DAP);
instruction; curriculum; young children
______________________________________________________________________________
Weathering the Storm in North Mississippi: Kindergarten
Teachers’ Perceptions of Developmentally Appropriate Practice in
An Environment of High Stakes Testing and Accountability
Over the past two decades, early childhood professionals have observed many changes in
the education of young children, particularly in kindergarten. Recently, the National Association
for the Education of Young Children (NAEYC) stated that early childhood practitioners do not
support substituting academic work for play, forcing mastery of higher-level skills and relying on
standardized tests to gauge success for young children. Furthermore, the NAEYC promotes
kindergarten classrooms whose environments develop children’s self-esteem, independence and
individual strengths while supporting cultural identity (Copple & Bredekamp, 2009). In 1987,
the NAEYC issued a position statement (Bredekamp, 1987) concerning developmentally
appropriate practice (DAP) in which DAP was defined as a summary of the principles of child
development and learning and the theoretical perspectives that inform decisions about early
childhood practice. After ten years of discussion, debate, and some misunderstanding
(Charlesworth, 1998), the NAEYC issued a revised position statement (Bredekamp & Copple,
l997) which was further revised in 2009. These documents have all supported efforts to stem the
tide of pushing the curriculum down to younger and younger students.
Today’s young children are being faced with kindergarten entrance tests, retention, and
transition classes without considering the individual child’s interests, needs and competencies.
By use of these tests and classes, educators strive to prepare children for the school’s
kindergarten curriculum and subsequent grades (Shepard & Smith, 2001). The U. S. Department
of Education has promoted education reform involving higher standards with increased testing
(The White House, Office of the Press Secretary, 2009). Egertson (2004) recommended an
approach that nurtures the individual child from social, emotional, linguistic, physical, and
cognitive standpoints as the ideal environment that best promotes learning for all children.
Educators should consider the developmental needs of all children rather than merely trying to
raise the standards for each grade level (Bredekamp, Knuth, Kunesh, & Shulman, 1992).
Another potential challenge in the present kindergarten environment commonly
employed lies in relying too heavily upon a test-driven curriculum. Test-driven reform leads to
many changes in curriculum and assessment in kindergarten (National Research Council, 1999).
Yet, “… the fundamental developmental characteristics of kindergarten children have not
changed” (Gullo & Hughes, 2011, p. 324). Rapp (2002) reported in a study of National Board
© 2014 Delta State University
Pepper
Volume 4, Issue 1, Spring 2014
75
certified teachers in Ohio that high-stakes tests do not confirm DAP. Furthermore, high-stakes
testing lessens teacher autonomy, discourages the arts in the classroom, and involves much time
preparing for the tests. Kohn (2001) emphasizes that, typically, shallow approaches to learning
sacrifice deep understanding in standardized testing environments. The No Child Left Behind
Act (2002) placed rigorous standards of achievement measured by adequate yearly progress
(Hyun, 2003). The current environment of accountability and testing found in America’s schools
places pressure on teachers and students alike. Since the passage of the No Child Left Behind
Act (2002) and other national initiatives such as Race to the Top (RTTT), testing has become
increasingly important. Advocates for “progress” promote exchanging certain practices, long
held in high esteem by those who work with young children, for test-centered approaches.
Unfortunately, according to Allington (2004), some of the high expectations that have been set in
various educational reforms are unreachable by five-year-olds in many school systems.
Kindergarten teachers often experience frustration when they try to bring every child up to a
standard that some children cannot reach in the kindergarten year. Rose and Rogers (2012)
describe the disappointment and dissonance they felt, as student teachers, upon observing in
early childhood classes. Their teacher preparation courses promoted a play-based curriculum;
however, they found a stark difference in the field, observing the pressures and demands teachers
endured while using a highly structured, standards-based academic curriculum. According to
Isenberg and Jalonga (2003), when considering DAP, the current emphasis on national standards
and mandated testing seems unsuitable; however, Goldstein (2008) states that resolving
contradictions is a recognized component of developmentally appropriate teaching. The
NAEYC second position statement on DAP addressed these issues with the inclusion of cultural
appropriateness (Bredekamp & Copple, 2009). Goldstein states that since accountability
pressure is a part of the current culture, it is an important element of culturally appropriate
practice (Goldstein, 2008).
Empirical evidence relates the value of DAP in early childhood programs (Goldstein,
2005; McMullen, 2003; McMullen & Alat, 2002; Smith, 1992). Knowledge of child
development identifies commonalities among all children and their cultures. Respecting
children, their families, their cultures, and their heritage leads to successful outcomes (Kostelnik,
Soderman & Whiren, 2004). Teachers who accept these beliefs about young children utilize
DAP in their teaching.
Focusing on preschool and kindergarten, a review of the literature concerning early
childhood educators’ level of education and years of teaching experience shows that these two
variables are not directly correlated to an educator’s beliefs concerning DAP. In their study,
McMullen and Alat (2002) reported that the data does not show a strong relationship between
early childhood caregivers’ beliefs and specialized education. Similarly, Hao (2000) found that
teachers’ level of education and teachers’ length of employment did not significantly relate to
DAP scores. Bryant et al. (1991) surveyed randomly selected kindergarten teachers and their
principals and found that neither education nor experience related to DAP.
In an effort to understand how kindergarten teachers in the north Mississippi schools
were responding to the accountability pressures of standardized testing, federal and state
mandates, and their DAP beliefs, a research study was conducted. The goal of the study was to
ascertain teachers’ acceptance of DAP teaching beliefs based upon several demographic factors
© 2014 Delta State University
Pepper
Volume 4, Issue 1, Spring 2014
76
including gender, age, ethnicity, level of education, method of achieving certification, years of
teaching experience, school grade configuration, and National Board Certification. The two
correlating factors for DAP reported in this paper are level of education and teaching experience.
The researcher chose North Mississippi because of the large number of school districts –
41. These districts exhibit a wide range in cultural, social, and economic backgrounds, and
include suburban, town, and rural settings. The U.S. Department of Education (n.d.) reports that,
statewide, the approximate student demographics are as follows: Black, non-Hispanic – 51%;
White, non-Hispanic – 48%; Hispanic – 1%; Asian/Pacific Islander – 1%; American
Indian/Alaskan Native < 0.5%. Furthermore, it should be noted that throughout the state of
Mississippi approximately 70% of the students attend Title I schools. The Title I program,
authorized by Congress in 1965, provides supplemental funds to school districts to assist schools
with the highest student concentrations of poverty to meet school educational goals (U. S.
Department of Education, n.d.)
Methods
Method
The researcher collected data for the present study as a part of a larger study investigating
many different demographic aspects of kindergarten teachers in the north region of the state of
Mississippi and their perceptions of developmentally appropriate practice. The research reported
in this study was conducted by collecting and combining quantitative data concerning the
kindergarten teachers’ level of education and years of teaching experience with the results from a
questionnaire that measured the teachers’ perceptions of DAP. The population of this study was
140 kindergarten teachers in the North Mississippi Education Consortium (NMEC) schools and
considered representative of kindergarten teachers across the state. The NMEC is an
organization that partners 41 north Mississippi public school districts, three community colleges,
and the University of Mississippi School of Education to share resources for special projects,
participate in professional development, share expertise, and exert influence on state and national
educational issues.
Measures
The questionnaire used in the present study combined teachers’ level of education and
years of experience with the Primary Teacher Questionnaire: A Teacher Beliefs Scale Based on
the NAEYC Guidelines for Developmentally Appropriate Practice in the Primary Grades (PTQ)
developed by Kenneth E. Smith from the University of Nebraska, Omaha (Smith, 1992). The
questionnaire reflects relevant literature addressing DAP in the primary grades and, according to
Smith (1992), was pilot tested using 144 elementary and early childhood pre-service and inservice teachers. This instrument has been demonstrated to be internally consistent (r = 0.802).
Caution is recommended by Smith as the relationship between beliefs and practices is complex;
however, the instrument has been proved valid (p = .962). Coefficient alpha estimates of validity
were measured according to the DAP scale (Smith, 1992).
The PTQ, consisting of 42 questions on a four-point Likert scale, was developed from the
position statement of the NAEYC concerning DAP (Bredekamp, 1987) with each item
© 2014 Delta State University
Pepper
Volume 4, Issue 1, Spring 2014
77
constructed to reflect a single conceptual focus. Each PTQ item is a statement that the
respondent rates from “Strongly Disagree” to “Strongly Agree”. The DAP subscale of the PTQ
contains 18 questions which are based upon the guidelines for developmentally appropriate
teaching practices and are scored with a 1 for “Strongly Disagree” and a 4 for “Strongly Agree”.
The remaining 24 questions reflected more traditional teaching practices. The summary score
resulting from these questions is the traditional (TRAD) score. The DAP subscale used in this
research assessed the North Mississippi kindergarten teachers’ endorsement of DAP beliefs of
child-centered teaching practices with a possible score ranging from 18 to 72. Note that a
respondent who is completely neutral about DAP teaching beliefs would score a 45 on the DAP
subscale. Descriptive statistics were used to analyze the DAP score derived from the PTQ. The
question addressed was whether there was a difference between DAP endorsement that reflected
the level of education and teacher experience.
Procedure
The researcher performed cross tabulation with the Statistical Package for the Social
Sciences (SPSS) software for questions 12 and 38, “Curriculum should respond primarily to
individual differences in ability and interest” and “The child is best viewed as a unique person,
with an individual pattern and timing of growth and development”, respectively. The goal of this
analysis was to develop a profile of the kindergarten teacher in North Mississippi.
Results
To assess the kindergarten teachers’ endorsement of DAP, a score was obtained from the
PTQ using the DAP subscale in conjunction with the demographic information of level of
education and years of teaching experience (see Table 1, Demographic Information
Questionnaire). Once all of the data were received from the participants, the researcher used
three data analysis techniques to explore possible relationships and trends: 1) direct comparison
of the individual DAP subscale scores; 2) independent comparison of the DAP subscale scores
with level of education and years of teaching experience; and 3) cross tabulation between level
of education and years of teaching experience with two questions taken from the PTQ that most
reflect the guidelines of DAP, questions 12 and 38 as previously mentioned in the Procedure
section.
© 2014 Delta State University
Pepper
Volume 4, Issue 1, Spring 2014
78
Table 1
Demographic Information Questionnaire
__________________________________________________________________________
This survey's design protects your anonymity. Please answer the following questions about yourself (Circle your
answer.
__________________________________________________________________________
1. What is your level of education?
Bachelor
2.
Master's Specialist
Doctorate
Years teaching experience
0-5
6-10
11-20
21+
__________________________________________________________________________
Direct analysis of the DAP subscale scores for all of the 140 participants yields the
results illustrated in Figure 1, Individual Teacher’s DAP Scores, and Table 2, Participant DAP
Score Statistics. Given that the mean DAP subscale score of the 140 respondents was 55 and,
assuming a normal distribution, that 95% of the respondents fall between a DAP subscale score
of 42.6 and 67.4, it is seen that, as a whole, kindergarten teachers in the NEMC endorse the DAP
approach.
75
70
DAP Score
65
60
55
50
45
40
Individual Teachers
Figure 1. Individual Teacher’s DAP Scores.
© 2014 Delta State University
Pepper
Volume 4, Issue 1, Spring 2014
79
Table 2
Participant DAP Score Statistics
Number of
Participants
Mean
Median
Mode
SD
Range
n = 140
55
56
56
6.19
41 - 72
Analysis of Question 1 of the demographic information, participants’ level of education, with
regard to DAP subscale scores yielded the graph illustrated in Figure 2, Level of Education
versus DAP Score, and the statistical information contained in Table 3, Level of Education
Statistics. The Level of Education Statistics shown in Table 3 indicates that of the 140
participants, the predominant college degree held by NMEC kindergarten teachers is a
Bachelor’s Degree. The breakdown of these 140 respondents was as follows: 97 (69.29%) held a
Bachelor’s degree; 42 (30%) held a Master’s degree; and one (0.71%) held a Specialist degree.
No respondents possessed a doctorate. The results for the Bachelor’s and Master’s Degree
respondents were remarkably similar. In addition, the Mean, Median, and Mode DAP subscale
scores were identical for those holding the Bachelor’s category and the Mean and Median DAP
subscale scores were identical for those holding the Master’s degree. However, the Master’s
Mode DAP subscale score was 5 points less than the Master’s Mean and Median DAP subscale
scores. Unfortunately, since there was only one respondent with a Specialist’s Degree,
mathematical
comparisons
with
this
category
were
not
possible.
75
70
DAP Score
65
60
55
50
45
40
35
Bachelor’s
Master’s
Degree
Figure 2. Level of Education versus DAP Score.
© 2014 Delta State University
Specalist
Pepper
Volume 4, Issue 1, Spring 2014
80
Table 3
Level of Education Statistics
Bachelor’s
n = 97
Master’s
n = 42
Specialist____
n=1
Percentage in Category
69.29%
30%
0.71%
Mean DAP Score
56
55
52
Median DAP Score
56
55
52
Mode DAP Score
56
50
NA
Standard Deviation
6.02
6.63
NA
Range
42 - 72
41 - 70
NA
_______College Degree
Number in Category
Turning to Question 2 of the demographic information, years of teaching experience,
analyzing this data with regard to DAP subscale scores yielded the graph illustrated in Figure 3,
Years of Teaching Experience versus DAP Score, and Table 4, Years of Teaching Experience
Statistics. As shown in Figure 3 and Table 4, the years of teaching experience category groups
were: 0–5, 6–10, 11–20, and 21+. Table 4, Years of Teaching Experience Statistics, shows that
the majority of the 140 NMEC kindergarten teacher respondents had been teaching between 11–
20 years. Using the midpoint of each group: 2.5 for the 0–5 group; 8 for the 6–10 group; 15.5
for the 11–20 group; and 25 for the 21+ group reveals that of the 140 participants, the average
years of teaching experience of kindergarten teachers in NMEC schools was 13 years.
Furthermore, the data displayed in Table 4 shows that across the age groups the responses were
remarkably similar with the 6–10 years of teaching experience group scoring slightly higher by 2
to 3 points on both the Mean and Median DAP subscales. With the exception of the Mode in the
0–5 and 6–10 years of teaching experience groups, again, as in the previous level of education
category, the Mean, Median, and Mode DAP subscale scores are identical.
© 2014 Delta State University
Pepper
Volume 4, Issue 1, Spring 2014
81
75
70
DAP Score
65
60
55
50
45
40
35
0-5
6 - 10
11 - 20
21 +
Years of Teaching Experience
Figure 3. Years of Teaching Experience versus DAP Score.
Table 4
Years of Teaching Experience Statistics
Years of Teaching Experience
0 -5
6 – 10
11 – 20
21+
Number in Category
n = 38
n = 22
n = 48
n = 32
Percentage in Category
27.14%
15.71%
34.29%
22.86%
Mean DAP Score
55
58
56
55
Median DAP Score
55
58
56
55
Mode DAP Score
57
62
56
55
Standard Deviation
5.93
5.90
6.11
6.70
Range
45 – 67
49 – 68
42 – 70
41 – 72
In order to gain further insight into the analysis of data, two questions that best
characterize the DAP approach were chosen to cross tabulate with the demographic information
shown in Table 1 since cross tabulation will explore the joint distribution of the two variables
© 2014 Delta State University
Pepper
Volume 4, Issue 1, Spring 2014
82
under examination. The two questions chosen were question 12 that states the following:
“Curriculum should respond primarily to individual differences in ability and interest”; and
question 38 that stated the following: “The child is best viewed as a unique person, with an
individual pattern and timing of growth and development.” Tables 5–8 show the results from
cross tabulating the demographic data with questions 12 and 38 of the PTQ.
Regarding the cross tabulation of Question 12 with level of education and years of
teaching experience, it can be seen in the two contingency tables, Tables 5 and 6, Percentages
for Cross Tabulation of Level of Education and Question 12 and Percentages for Cross
Tabulation of Years of Teaching Experience and Question 12, respectively, that the predominant
response to Question 12 was a 3–“somewhat agree” (75 respondents). Of the respondents which
“strongly agreed” (43 respondents), the highest percentage fell within the Bachelor’s Degree
category (65.1%) with 11-20 years of teaching experience (30.2%). Of the six respondents who
strongly disagreed, the majority had a Bachelor’s degree (5 respondents) and had taught 21+
years (3 respondents).
Table 5
Percentages for Cross Tabulation of Level of Education and Question 12
Level of Education
Bachelor’s
Master’s
Specialist
Doctorate
Total
Count
% within Bachelor’s
Group
% within Q12
% of Total
Count
% within Master’s
Group
% within Q12
% of Total
Count
% within Specialist
Group
% within Q12
% of Total
Count
% within Doctorate
Group
% within Q12
% of Total
Count
% within
Level of
% within
% of Total
© 2014 Delta State University
1
5
Response to Question 12
2
3
11
51
4
28
Total
95
5.30%
11.60%
53.70%
29.50%
100.00%
83.30%
3.60%
1
78.60%
8.00%
3
68.00%
37.00%
23
65.10%
20.30%
15
68.80%
68.80%
42
2.40%
7.10%
54.80%
35.70%
100.00%
16.70%
0.70%
0
21.40%
2.20%
0
30.70%
16.70%
1
34.90%
10.90%
0
30.40%
30.40%
1
0%
0%
100.00%
0%
100.00%
0%
0%
0
0%
0%
0
1.30%
0.70%
0
0%
0%
0
0.70%
0.70%
0
0%
0%
0%
0%
0%
0%
0%
6
0%
0%
14
0%
0%
75
0%
0%
43
0%
0%
138
4.30%
10.10%
54.30%
31.20%
100.00%
100.00%
4.30%
100.00%
10.10%
100.00%
54.30%
100.00%
31.20%
100.00%
100.00%
Pepper
Volume 4, Issue 1, Spring 2014
83
Table 6
Percentages for Cross Tabulation of Years of Teaching Experience and Question 12
Years of Teaching Experience
0-5
Count
% within 0 - 5 Years of
Teaching Experience
% within Q12
% of Total
6-10
Count
% within 6 - 10 Years of
Teaching Experience
% within Q12
% of Total
11-20
Count
% within 11 – 20 Years
of Teaching Experience
% within Q12
% of Total
21 +
Count
% within 21 + Years of
Teaching Experience
% within Q12
% of Total
Count
% within Years of
Teaching Experience
% within Q12
% of Total
Question 12
2
3
4
19
1
2
4
11
Total
36
5.60%
33.30%
11.10%
28.60%
52.80%
25.30%
30.60%
25.60%
100.00%
26.10%
1.40%
0
2.90%
2
13.80%
12
8.00%
8
26.10%
22
0%
0%
0%
9.10%
14.30%
1.40%
7
54.50%
16.00%
8.70%
27
36.40%
18.60%
5.80%
13
100.00%
15.90%
15.90%
48
2.10%
16.70%
0.70%
3
14.60%
50.00%
5.10%
1
56.30%
36.00%
19.60%
17
27.10%
30.20%
9.40%
11
100.00%
34.80%
34.80%
32
9.40%
50.00%
2.20%
6
3.10%
7.10%
0.70%
14
53.10%
22.70%
12.30%
75
34.40%
25.60%
8.00%
43
100.00%
23.20%
23.20%
138
54.30%
100.00%
54.30%
31.20%
100.00%
31.20%
100.00%
100.00%
100.00%
1
4.30% 10.10%
100.00% 100.00%
4.30% 10.10%
For the cross tabulation of Question 38 with level of education and years of teaching
experience, the predominant response to Question 38 was a 4 – strongly agree (100 respondents).
The two contingency tables, Tables 7 and 8, Percentages for Cross Tabulation of Level of
Education and Question 38 and Percentages for Cross Tabulation of Years of Teaching
Experience and Question 38, respectively, show this strong agreement. Of the 100 respondents
who strongly agreed, the highest percentage fell within the Bachelor’s Degree category (69.0%)
with 11-20 years of teaching experience (35%). The one respondent who strongly disagreed held
a Master’s degree and had 21+ years teaching experience.
© 2014 Delta State University
Pepper
Volume 4, Issue 1, Spring 2014
84
Table 7
Percentages for Cross Tabulation of Level of Education and Question 38
Question 38
Level of
Education
1
2
3
4
0
0
28
69
% within Bachelor’s Group
0%
0%
28.90%
71.10%
100.00%
% within Q38
0%
0%
75.70%
69.00%
70.30%
% of Total
0%
0%
20.30%
50.00%
70.30%
1
0
8
31
2.50%
0%
20.00%
77.50%
100.00%
100.00%
0%
21.60%
31.00%
29.00%
0.70%
0%
5.80%
22.50%
29.00%
0
0
1
0
% within Specialist Group
0%
0%
100.00%
0%
% within Q38
0%
0%
2.70%
0.00%
0.70%
% of Total
0%
0%
0.70%
0%
0.70%
0
0
0
0
% within Doctorate Group
0%
0%
0%
0%
0%
% within Q38
0%
0%
0%
0%
0%
% of Total
0%
0%
0%
0%
0%
Count
1
0
37
100
% within Level of Education
Group
0.70%
0%
26.80%
72.50%
Count
Bachelor’s
Count
% within Master’s Group
Total
97
40
Master’s
% within Q38
% of Total
Count
1
100.00%
Specialist
Count
0
Doctorate
Total
© 2014 Delta State University
138
100.00%
Pepper
Volume 4, Issue 1, Spring 2014
85
Table 8
Percentages for Cross Tabulation of Years of Teaching Experience and Question 38
Years of Teaching Experience
0-5
Count
% within 0 - 5 Years of
Teaching Experience Group
% within Q38
% of Total
6 - 10
Count
% within 6 - 10 Years of Teaching Experience
Group
% within Q38
% of Total
11 - 20
Count
% within 11 - 20 Years of Teaching Experience
Group
% within Q38
% of Total
21 +
Count
% within 21 + Years of
Teaching Experience Group
% within Q38
% of Total
Total
Count
% within Years of
Teaching Experience Group
% within Q38
% of Total
Question 38
1
2
0
0
0%
0%
3
14
36.8%
4
24
63.2%
Total
38
100.0%
0%
0%
0
0%
0%
0%
0
0%
37.8%
10.1%
6
27.3%
24.0%
17.4%
16
72.7%
27.5%
27.5%
22
100.0%
0%
0%
0
0%
0%
0%
0
0%
16.2%
4.3%
12
25.5%
16.0%
11.6%
35
74.5%
15.9%
15.9%
47
100.0%
0%
0%
1
3.2%
0%
0%
0
0%
32.4%
8.7%
5
16.1%
35.0%
25.4%
25
80.6%
34.1%
34.1%
31
100.0%
100.0%
.7%
1
.7%
0%
0%
0
0%
13.5%
3.6%
37
26.8%
25.0%
18.1%
100
72.5%
22.5%
22.5%
138
100.0%
100.0%
.7%
0%
0%
100.0%
26.8%
100.0%
72.5%
100.0%
100.0%
Discussion
Teachers in North Mississippi face many influences arising out of national, state and
district mandates. , as this research reveals, they continue to endorse a child-centered teaching
philosophy. Two primary findings result from this study: first, level of education was not a
significant factor in the development of kindergarten teachers’ beliefs about DAP; and second,
the number of years of experience that kindergarten teachers had did not seem to influence their
beliefs about DAP. Although the sample size (n = 140) for this study was relatively small, taken
as a whole, the data shown in Figure 1, Individual Teacher’s DAP Scores, and Table 2,
Participants DAP Score Statistics, supports the conclusion that, across the NMEC, kindergarten
teachers support DAP. In support of this conclusion, the DAP subscale Mean (for the
participants) was 55 (a neutral response would reflect a DAP subscale score of 45). Noting that
only Nine respondents scored less than 46 on the DAP subscale (6.4%), the remaining 131
respondents (93.6%) reported that they have some level of appreciation for the DAP teaching
approach. Turning to the analysis of participants’ level of education, the DAP subscale scores
© 2014 Delta State University
Pepper
Volume 4, Issue 1, Spring 2014
86
were graphed and analyzed statistically yielding Figure 2, Level of Education versus DAP
Score, and the statistical information contained in Table 3, Level of Education Statistics. As the
Level of Education Statistics Table, Table 3, indicates, the results for the Bachelor’s and
Master’s Degree respondents are almost identical–further indication that the level of education
does not directly relate to the acceptance of DAP. The data for both the Bachelor’s and Master’s
Degree categories displayed in Table 3 were virtually identical.
As teachers have “weathered the storm” of the pressures of various initiatives in North
Mississippi, they have continued to support and apply sound pedagogical practices. Standardsbased school reform, a test-driven curriculum, and No Child Left Behind have placed pressures
upon teachers to produce students who can perform to a specific standard. However, as this
research has revealed, the majority of teachers still feel that the curriculum should be childcentered because students are distinctively individual with various patterns of development.
The data from the survey concerning kindergarten teachers’ perceptions revealed support
for individualized instruction, integrated curriculum, cooperative groups, choice, and flexible use
of classroom space. The use of concrete materials that are relative to children’s lives is of major
importance, while the use of tests and grades is of minor importance in motivating students.
Teacher observation continues to be the most effective method of monitoring students’
performance.
Young children develop views of learning that will take them throughout their lives
(Kostelnik et al., 2004). Kindergarten teachers weigh the pressures of accountability with their
own knowledge of the principles of DAP. Using developmentally appropriate practices in
kindergarten ensure that all children receive an opportunity to reach learning goals.
References
Allington, R. L. (2004). Setting the record straight. Educational Leadership, 61(6), 22-25.
Bredekamp, S. (Ed.) (1987). Developmentally appropriate practice in early childhood programs
serving children from birth through age 8. Washington, DC: NAEYC.
Bredekamp, S., & Copple, C. (Eds.) (1997). Developmentally appropriate practices in early
childhood programs (2nd ed.). Washington, DC: NAEYC.
Bredekamp, S., Knuth, R. A., Kunesh, L. G., & Shulman, D. D. (1992). What does research say
about early childhood education? Retrieved April 1, 2001, from the World Wide Web:
http://www.ncrel.org/sdrs/areas/stw_esys/5erly_ch.htm
Bryant, D., Clifford, R. & Peisner, E. (1991). Best practice for beginners: developmental
appropriateness in kindergarten. American Educational Research Journal, 28(4) 783-803.
Charlesworth, R. (1998). Developmentally appropriate practice is for everyone. Childhood
Education, 74(5), 274-282.
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood
programs serving children from birth through age 8 (3rd edition). Washington, DC:
National Association for the Education of Young Children.
Egertson, H. (2004). Achieving high standards and implementing developmentally appropriate
practice–both are possible. Dimensions of Early Childhood, 32(1), 3-9.
© 2014 Delta State University
Pepper
Volume 4, Issue 1, Spring 2014
87
Goldstein, L. (2008). Teaching the standards is developmentally appropriate practice: strategies
for incorporating the sociopolitical dimension of DAP in early childhood teaching. Early
Childhood Education Journal, 36, 253-260.
Goldstein, L. (2005). The balancing act: How two kindergarten teachers manage to meet both
their students’ developmental needs and their state’s curriculum. Paper presented at the
meeting of the Association for Childhood Education International Annual Meeting,
Washington, DC.
Gullo, D., & Hughes, K. (2011, January). Reclaiming kindergarten: Part I. Questions about
theory and practice. Early Childhood Education Journal, 323-328.
Hao, Y. (2000). Relationship between teachers’ use of reflection and other selected variables and
preschool teachers’ engagement in developmentally appropriate practice. Chicago:
Northeastern Illinois University, Teacher Education Department. ED, 450 954.
Hyun, E. (2003). What does the No Child Left Behind Act mean to early childhood teacher
educators?: A call for a collective professional rejoinder. Early Childhood Education
Journal, 31(2), 119-125.
Isenberg, J. P. & Jalonga, M. R. (Eds.). (2003) Major trends and issues in early childhood
education: Challenges, controversies, & insights (2nd ed.). New York: Teachers College
Press.
Kohn, A. (2001). Fighting the tests: A practical guide to rescuing our schools. Phi Delta Kappan,
82(5), 348-357.
Kostelnik, M. J., Soderman, A. K. & Whiren, A. P. (2004). Developmentally appropriate
Curriculum: Best practices in early childhood education (3rd ed.). Upper Saddle River,
New Jersey: Pearson.
McMullen, M. (2003, April). Acquiring and supporting developmentally appropriate beliefs and
practices in early care and education professionals. Paper presented at the biennial
meeting of The Society for Research in Child Development, Tampa, FL.
McMullen, M. & Alat, K. (2002). Education matters in the nurturing of the beliefs of preschool
caregivers and teachers. Early Childhood Research and Practice, 4(2).
No Child Left Behind Act of 2001, Pub. L. No. 107-110 115 Stat. pp. 1425-2093 (2002).
National Research Council (1999). Starting Out Right. Washington, DC: National Academy
Press.
Rapp, D. (2002). National board certified teachers in Ohio give state education policy, classroom
climate, and high-stakes testing a grade of F. Phi Delta Kappan, 84(3), 215-218.
Rose, J., & Rogers, S. (2012). Principles under pressure: student teachers' perspectives on final
teaching practice in early childhood classrooms. International Journal of Early Years
Education, 20(1), 43-58.
Shepard, L. A. & Smith, M. L. (2001). Escalating Kindergarten Curriculum. Retrieved 2001,
from the World Wide Web: http:// www.kidsource.com/kidsource/content2/
escalating.kinder.p.k12.2.html
Smith, K. (1992). The development of the primary teacher questionnaire: A teacher beliefs scale
based on the NAEYC guidelines for appropriate practice in the primary grades. (Report
No. PS021061). Omaha, Nebraska: Department of Teacher Education. (ERIC Document
Reproduction Service No. ED3560310.)
The White House, Office of the Press Secretary (2009, November 5). Retrieved from
http://www.whitehouse.gov/the-press-office/fact-sheet-race-top
© 2014 Delta State University
Pepper
Volume 4, Issue 1, Spring 2014
U. S. Department of Education (n.d.). State Education Indicators with a Focus on Title 1.
Retrieved from
https://www2.ed.gov/rschstat/eval/disadv/2002indicators/mississippi/edlitemississippi.html#studentdemo
U. S. Department of Education (n.d.). Title I –Improving The Academic Achievement Of The
Disadvantaged. Retrieved from http://www2.ed.gov/policy/elsec/leg/esea02/pg1.html
© 2014 Delta State University
88