A Qualitative Metasynthesis of How Early Educators in International Contexts Address Cultural Matters That Contrast with Developmentally Appropriate Practices

Autor/inn/en	Brown, Christopher P.; Lan, Yi-Chin
Titel	A Qualitative Metasynthesis of How Early Educators in International Contexts Address Cultural Matters That Contrast with Developmentally Appropriate Practices
Quelle	In: Early Education and Development, 26 (2015) 1, S.22-45 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2014.934176
Schlagwörter	Developmentally Appropriate Practices; Teaching Methods; Guidelines; Preschool Education; Qualitative Research; Child Development; Cultural Influences; Coding; Meta Analysis; Teacher Attitudes; Foreign Countries; Semi Structured Interviews; Observation; Questionnaires; Q Methodology; Cambodia; Hong Kong; Hungary; India; South Korea; Taiwan + Suchen Sie Ihr Suchwort? Entwicklungsbezogene Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Pre-school education; Vorschulerziehung; Qualitative Forschung; Kindesentwicklung; Cultural influence; Kultureinfluss; Codierung; Programmierung; Meta-analysis; Metaanalyse; Lehrerverhalten; Ausland; Beobachtung; Fragebogen; Kambodscha; Hongkong; Ungarn; Indien; Korea; Republik
Abstract	Research Findings: The National Association for the Education of Young Children's guidelines for developmentally appropriate practices (DAP) have been imported and researched by others across the globe. A central issue that has arisen for these international early childhood educators is whether these best practices are sensitive to the sociocultural contexts in which they work. To shed further light on this issue, a qualitative metasynthesis was conducted that examined findings from published peer-reviewed studies of DAP in international early childhood contexts that investigated how early educators conceptualized and/or engaged in practices with young children. It then looked at whether these understandings and/or practices culturally contrasted with DAP. In brief, matters involving culture that contrasted with the framework of DAP arose frequently for the early educators in the data set. Yet researchers rarely offered suggestions for early educators to attend to these issues. Practice or Policy: It seems that to address matters involving culture that contrast with the framework of DAP in international contexts early educators should examine the 3 central tenets of DAP simultaneously when addressing the needs of children--their sociocultural, individual, and developmental needs. It also appears that advocates for DAP need to consider whether particular materials, resources, and/or policies should be in place in any early childhood education context for early educators to conceptualize as well as practice DAP. Lastly, there is a need for further research that examines how teachers in international contexts are responding to cultural issues that contrast with DAP in their conceptions of and/or practices in early education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10