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Dissertation/Thesis Abstract

Childcare Workers Beliefs about the Use of Developmentally Appropriate Practice: A Qualitative Explanatory Multi-Case Study
by Cade, June, Ed.D., University of Phoenix, 2019, 189; 13862346
Abstract (Summary)

The purpose of this qualitative explanatory multi-case study was to examine childcare workers’ perceptions about the use of developmentally appropriate practices within private toddler and preschool classrooms. The problem was that some child care workers have a master’s or bachelor’s degree in another field not related to early childhood education, which may result in a lack of knowledge regarding child growth and development and the use of developmentally inappropriate practices in toddler and preschool classrooms. The theoretical framework for this qualitative multi-case study was based on the contributions from the field of developmental psychology and neuroscience. Data collection included semi-structured one-on-one interviews, a focus group, and documentation which included photographs of participants’ classrooms, sample lesson plans, and children’s work samples from 16 child care workers in Northern New Jersey. Transcribed interviews were imported to NVivo 12 Pro. NVivo 12 Pro was used to manage and organize transcribed data and assign codes, which led to emerging themes. Three themes emerged: (a) preparing children so they would not be behind in kindergarten or for the next teacher; (b) curriculum and the age level approach; and (c) qualifications, knowledge, and training. Recommendations may lead to better monitoring of child care center programs to ensure that program activities are appropriate according to age and developmental level of the children. Recommendations may also lead to training models for child care center directors and child care workers.

Indexing (document details)
Advisor: Wardle, Francis
Commitee: Hefner, Yvonne, Otter, Jan
School: University of Phoenix
Department: Advanced Studies
School Location: United States -- Arizona
Source: DAI-A 80/09(E), Dissertation Abstracts International
Subjects: Educational leadership, Education Policy, Early childhood education
Keywords: Brain development, Child development, Developmental teaching practices, Early childhood education, Teachers beliefs and developmentally appropriate practices, Teaching practices–children
Publication Number: 13862346
ISBN: 978-1-392-09553-9
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