Beyond the DAP versus standards dilemma: Examining the unforgiving complexity of kindergarten teaching in the United States

This article presents findings from a qualitative study of two kindergarten teachers’ responses to the professional demands posed by recent shifts in national and state education policies in the United States. Although the literature has framed the practical challenges resulting from these changing...

Full description

Saved in:
Bibliographic Details
Published in:Early childhood research quarterly 2007, Vol.22 (1), p.39-54
Main Author: Goldstein, Lisa S.
Format: Article
Language:English
Subjects:
Academic Standards
Developmentally Appropriate Practices
Early Childhood Education
Early childhood teachers
Educational Change
Educational Environment
Educational Policy
Kindergarten
Preschool Teachers
Teacher Attitudes
Teaching Experience
United States
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This article presents findings from a qualitative study of two kindergarten teachers’ responses to the professional demands posed by recent shifts in national and state education policies in the United States. Although the literature has framed the practical challenges resulting from these changing expectations in terms of curricular/instructional tensions between developmentally appropriate practices (DAP) and academic standards, study participants indicated adapting to the changing climate of kindergarten, managing the expectations of their students’ parents, and responding to the demands of the first grade teachers at their school site were their most significant challenges. These findings suggest looking beyond our current framing of the situation to examine the full range of complexities and opportunities facing kindergarten teachers will lead to deeper understandings of the ways in which practitioners experience and respond to the new demands and changing expectations shaping their work.
ISSN:0885-2006
1873-7706
DOI:10.1016/j.ecresq.2006.08.001