Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Donna Brackin

Abstract

Many early childhood teachers feel increased pressure to prioritize academic rigor in their early childhood classrooms over student centered developmentally appropriate practices (DAP). The purpose of this basic qualitative study was to explore early childhood National Board Certified Teachers’ (NBCTS) perspectives on the DAP and strategies they use that are consistent with DAP guidelines. The National Association for the Educators of Young Children guidelines for DAP served as the conceptual framework for the study. The research question focused on early childhood NBCTs’ perspectives on the practices and strategies they use that are consistent with DAP guidelines. A total of 10 early childhood teachers who earned National Board Certification in the area of Early Childhood Generalist in 2017 shared their perspectives in semistructured interviews. Open and axial coding were used to analyze data. Through the use of thematic analysis five themes emerged: (a) teachers believed an understanding of DAP and young children is important; (b) teachers used a variety of DAP teaching practices; (c) teachers perceived that school, district, and state policy influence their use of DAP; (d) teachers believed they learn about DAP when they collaborate with colleagues; and (e) teachers believed they are responsible for developing the social and emotional health and well-being of students. Further research regarding perspectives on DAP of early childhood NBCTs who teach in different geographic regions or perspectives of early childhood teachers who are not NBCTs is recommended. The study findings have the potential to effect positive social change by providing knowledge that early childhood educators and stakeholders can use to improve the use of DAP and strategies.

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