Teachers’ beliefs and practices regarding developmentally appropriate practices: a study conducted in India

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    Teachers beliefs and practicesregarding developmentally appropriatepractices: a study conducted in IndiaArchana V. Hegde a & Deborah J. Cassidy ba Department of Child Development and Family Relations , EastCarolina University , North Carolina, USAb University of North Carolina at Greensboro , North Carolina, USAPublished online: 01 Oct 2009.

    To cite this article: Archana V. Hegde & Deborah J. Cassidy (2009) Teachers beliefs and practicesregarding developmentally appropriate practices: a study conducted in India, Early ChildDevelopment and Care, 179:7, 837-847, DOI: 10.1080/03004430701536491

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  • Early Child Development and CareVol. 179, No. 7, October 2009, 837847

    ISSN 0300-4430 print/ISSN 1476-8275 online 2009 Taylor & FrancisDOI: 10.1080/03004430701536491http://www.informaworld.com

    Teachers beliefs and practices regarding developmentally appropriate practices: a study conducted in India

    Archana V. Hegdea* and Deborah J. Cassidyb

    aDepartment of Child Development and Family Relations, East Carolina University, North Carolina, USA; bUniversity of North Carolina at Greensboro, North Carolina, USATaylor and FrancisGECD_A_253510.sgm(Received 30 May 2007; Final version received 26 June 2007)

    10.1080/03004430701536491Early Child Development and Care0300-4430 (print)/1476-8275 (online)Original Article2007Taylor & Francis0000000002007ArchanaHegdehegdea@ecu.edu The study assessed kindergarten teachers beliefs, stated practices and actual practicesregarding developmentally appropriate practices (DAP) in India. Forty kindergartenteachers from the urban city of Mumbai (India) participated in the study. Overall, theresults indicated that teachers beliefs were more developmentally appropriate thantheir stated practices or actual practices in the classroom. Further, teachers congruentin their developmentally appropriate beliefs and stated practices had classrooms withhigher scores on actual practices. Lastly, group size was a significant predictor ofteachers actual practices. The implications of these results for the early childhoodeducation system of India are discussed in detail.

    Keywords: developmentally appropriate practices; early childhood education; Indian education; teacher beliefs and practices

    Introduction

    The position statement on developmentally appropriate practices (DAP), published by theNational Association for the Education of Young Children (NAEYC), has stronglyinfluenced the field of Early Childhood Care and Education (ECCE) (Bredekamp, 1987;Bredekamp & Copple, 1997). DAP is based on the child-centred philosophy of educationwhich is a perspective espousing that children actively learn and construct their ownknowledge by interacting with peers, teachers and materials. It is assumed that in anycountry, DAP can serve as the minimum foundation for quality and be measured as aparameter of quality (La Paro, Sexton, & Snyder, 1998). These quality practices are impor-tant as they are known to influence childrens development. Research has revealed thatchildren placed in these developmentally appropriate classrooms in the United States aremore socially mature, less stressed, more creative and show greater affinity towards schoolthan children who are placed in developmentally inappropriate classrooms (Burts et al.,1992; Hirsh-Pasek, Hyson, & Rescorla, 1990; Jambunathan, Burts, & Pierce, 1999). Thus,DAPs positive impact on childrens development has popularised this concept in variouswesternised countries around the world. However, we are yet to know how these practicesare being implemented and interpreted in other developing countries such as India.

    The National Policy on Education in India states that child-centred or play-based educa-tion be a part of the ECCE system of India. Teacher training institutes also adhere and agreewith this philosophy. However, the reality of the ECCE settings in India is very different.Kindergarten classrooms in India are very formal and didactic in their approach to teaching.

    *Corresponding author. Email: hegdea@ecu.edu

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  • 838 A.V. Hegde and D.J. Cassidy

    Thus, teachers trained to be DAP in their approach to teaching may find it difficult to imple-ment or practice this philosophy in their classroom. In other words, there might be a discon-nect between teachers beliefs regarding DAP (their thoughts regarding developmentalappropriateness), their stated practices (how they practice DAP in their own classroomfrom their own perspective) and their actual/observed practices (how they are actuallyimplementing DAP in their classroom from a trained observers viewpoint).

    Link between teachers beliefs and practices

    Research on teachers thinking assumes that beliefs that teachers hold influence their prac-tices (Isenberg, 1990). Clark and Peterson (1986) state that teachers thought processesshare a reciprocal relationship with their actions, reinforcing the idea that there is a veryclose relationship between beliefs and practices. However, in the early childhood literaturethe findings are mixed. Charlesworth, Hart, Burts, and Hernandez (1991), who developeda self-report scale on developmentally appropriate beliefs and practices for kindergartenand preschool teachers, found that teachers beliefs were more developmentally appropriatethan their reported practices, and teachers who felt they had more control over planning andimplementing instructions had the highest ratings on beliefs and practices.

    Jones and Gullo (1999) administered the Teacher Questionnaire to assess teachersbeliefs and practices on developmental appropriateness in first grade classrooms, andsubsequently children were assessed on math, science and social skills. Overall, the resultsrevealed that teachers beliefs were not consistent with their practices. Most of the teachersreported having more DAP beliefs than practices. A few other teachers adopted practicesthat were neither appropriate nor inappropriate. Overall, teachers who revealed consistencyin their DAP beliefs and practices had children with better social and academic outcomes.

    Maxwell, McWilliam, Hemmeter, Ault, and Schuster (2001) assessed 69 kindergartensthrough third grade teachers from public schools using various measures for teachersbeliefs and practices. They found that as grade level increased teachers became less devel-opmentally appropriate in their beliefs. Vartuli (1999) reported similar findings in a studythat was conducted with the early childhood teachers from Head Start through the thirdgrade. Overall, teachers reported more developmentally appropriate beliefs than practices.Head Start teachers reported the most developmentally appropriate beliefs. Additionally,teachers in the Head Start and kindergarten programmes were more congruent in theirbeliefs and practices than the teachers in the primary grades. Furthermore, teachers with acertification in early childhood education were more developmentally appropriate in theirbeliefs and practices than teachers who had a certification in elementary education.

    Buchanan, Burts, Bidner, White, and Charlesworth (1998) examined teachers self-reported beliefs and practices using The Primary Teachers Beliefs and Practices Survey.Results indicated that classroom characteristics in terms of class size, grade level, numberof children with disabilities and number of children with subsidised lunch, as well as teachersarea of certification and perceived relative influence that the teachers have on the classroom,predicted teacher developmentally appropriate or inappropriate beliefs and practices. Allthese findings were significant. Further, primary teachers certified in ear

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