Attitudes Towards Developmentally Appropriate Classroom Practices Among Kindergarten Teachers in Tennessee

No Thumbnail Available
Date
2021
Authors
Johnson, Elizabeth p
Journal Title
Journal ISSN
Volume Title
Publisher
Middle Tennessee State University
Abstract
The purpose of this study was to investigate the opinions of kindergarten teachers about developmentally appropriate practices and their effects on students externalizing behaviors. It was expected that these teachers would hold positive associations of developmentally appropriate practices paired with negative associations of current academic standards. The kindergarten teachers participated by completing a survey, attending one individual interview, and one group discussion. Results indicate that the participants do not hold negative associations of current academic standards and believe that developmentally appropriate practice does mitigate some externalizing behaviors in students. Lastly, this study found that teachers believed that student’s externalizing problem behaviors were not linked directly to academic standards, but rather to internal traits related to each individual student.
Description
Keywords
Appropriate, Developmentally, Practices, Psychology, Behavioral psychology, Developmental psychology
Citation
Collections