Date of Conferral

5-6-2025

Date of Award

May 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Terri Edwards

Abstract

Early childhood teachers’ understanding of developmentally appropriate practice (DAP) is necessary to support children’s development and learning in early childhood settings. The problem was many early childhood teachers experience challenges using DAP to make informed decisions in the classroom to support birth to 3-year-old children’s development and learning. The purpose of this qualitative study was to explore early childhood teachers’ perspectives on challenges using DAP to make informed decisions to support birth to 3-year-old children’s development and learning in the classroom and what was needed to improve their use of DAP. The conceptual framework for this study was the National Association for the Education of Young Children DAP framework. Data were collected from 10 early childhood teachers using semistructured interviews. Data analysis included open coding, axial coding, and thematic analysis. Five themes emerged from the data analysis process: (a) teachers are challenged to teach, (b) teachers are challenged to implement DAP, (c) teachers are challenged to create inclusive and supportive educational environments, (d) teachers need DAP professional development and resources, and (e) teachers need collaboration. These findings may contribute to positive social change in early childhood education by addressing the gap in practice concerning DAP and providing information on DAP strategies and challenges to curriculum designers, professional development coordinators, school psychologists, and early childhood administrators who want to make decisions on the use of DAP. This information may be used by teachers to address and overcome DAP challenges to better support children’s development and learning in the birth to three-year-old classroom.

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