Developmentally appropriate practice (DAP): An examination of preservice teachers

Abstract

Abstract

The purpose of this investigation was to assess pre-service early-childhood teachers’ beliefs and intended future use of developmentally appropriate practices (DAPs) in early childhood environments and their views on how practices impact children’s outcomes. Fifty-three pre-service teaching majors completed assessments regarding perceptions of teaching practices and expectations of child development from vignettes. Results indicated that TBS and IAS were significantly positively correlated with one another, but not with the vignette child outcomes. Significantly more positive child outcomes were indicated by those considering the DAP scenario compared to those evaluating the developmentally inappropriate practices scenario. Those with and without applied teaching experience did not differ in their perspectives or child outcome expectations. Implications of these findings and methods are discussed.