Date of Conferral

12-19-2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Dr. Terri Edwards

Abstract

Early childhood teachers had to restructure instruction when the COVID-19 pandemic began, and instruction was completed online. The problem was that early childhood teachers faced challenges using developmentally appropriate practice (DAP) in online instruction during the COVID-19 pandemic. The purpose of this basic qualitative study was to explore early childhood teachers’ perspectives on implementing DAP in online instruction during the COVID-19 pandemic and what they needed to improve their use of quality DAP online instruction. The conceptual framework comprised the DAP and the positive technology development theories. The research questions were used to explore pre-K and kindergarten teachers' perspectives on DAP in online instruction and what is needed to improve their use of quality DAP online instruction. Data were collected from individual interviews with 10 pre-K and kindergarten teachers from Georgia, Illinois, California, and Virginia. The results revealed four themes: (a) teachers planned developmentally appropriate fun and engaging individualized learning activities, (b) teachers used collaborative teaching teams, (c) teachers need more professional development in online instruction and technology, and (d) teachers need support with online instruction from parents and administration. The findings in this study may lead to positive social change by providing early childhood stakeholders with pre-K and kindergarten teachers perspectives of DAP online instruction, resources needed, implementing quality DAP online instruction, and professional development opportunities for online instruction and technology implementation that enhances the growth and development of a diverse population of pre-K and kindergarten students in the event of a natural disaster or other school-related closure in the future.

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