Continuing to critically engage with DAP to foster democratic teaching and teacher education in neoliberal early education contexts.
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| Title: | Continuing to critically engage with DAP to foster democratic teaching and teacher education in neoliberal early education contexts. |
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| Authors: | Brown, Christopher P.1,2 cpbrown@utexas.edu, Barry, David P.1,3, Ku, Da Hei1,4, Puckett, Kate1,5 |
| Source: | International Journal of Early Years Education. Sep2024, Vol. 32 Issue 3, p735-757. 23p. |
| Subject Terms: | *Education, *Teacher education, Democracy, Neoliberalism, Stakeholders |
| Abstract: | As the fields of early childhood teaching and teacher education continue to evolve and diversify, policymakers' neoliberal reforms further standardise and restrict these programmes of practice. Many have documented the impact of these policies on early childhood teaching and teacher education, and in this article, we add to these conversations by investigating how the National Association for the Education of Young Children's (NAEYC) fourth edition of Developmentally Appropriate Practice (DAP) might assist early childhood stakeholders in countering policymakers continued push towards neoliberal systems of early education and teacher education. Drawing from over 15 years of investigations in the United States, we highlight how preservice and in-service early educators in public school contexts have and continue to struggle with two primary issues: having to align their teaching with policymakers' reforms and seeking professional knowledge and opportunities for change. We illuminate these challenges to identify opportunities for teacher educators to use DAP to support preservice and practicing teachers across the globe in speaking back to and moving beyond policymakers' neoliberal policies. We also offer suggestions for NAEYC to continue to improve DAP so that the early childhood stakeholders can promote a policy and practical agenda that places democratic practices at the forefront. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 179296872 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Continuing to critically engage with DAP to foster democratic teaching and teacher education in neoliberal early education contexts. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Brown%2C+Christopher+P%2E%22">Brown, Christopher P.</searchLink><relatesTo>1,2</relatesTo><i> cpbrown@utexas.edu</i><br /><searchLink fieldCode="AR" term="%22Barry%2C+David+P%2E%22">Barry, David P.</searchLink><relatesTo>1,3</relatesTo><br /><searchLink fieldCode="AR" term="%22Ku%2C+Da+Hei%22">Ku, Da Hei</searchLink><relatesTo>1,4</relatesTo><br /><searchLink fieldCode="AR" term="%22Puckett%2C+Kate%22">Puckett, Kate</searchLink><relatesTo>1,5</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Early+Years+Education%22">International Journal of Early Years Education</searchLink>. Sep2024, Vol. 32 Issue 3, p735-757. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Democracy%22">Democracy</searchLink><br /><searchLink fieldCode="DE" term="%22Neoliberalism%22">Neoliberalism</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: As the fields of early childhood teaching and teacher education continue to evolve and diversify, policymakers' neoliberal reforms further standardise and restrict these programmes of practice. Many have documented the impact of these policies on early childhood teaching and teacher education, and in this article, we add to these conversations by investigating how the National Association for the Education of Young Children's (NAEYC) fourth edition of Developmentally Appropriate Practice (DAP) might assist early childhood stakeholders in countering policymakers continued push towards neoliberal systems of early education and teacher education. Drawing from over 15 years of investigations in the United States, we highlight how preservice and in-service early educators in public school contexts have and continue to struggle with two primary issues: having to align their teaching with policymakers' reforms and seeking professional knowledge and opportunities for change. We illuminate these challenges to identify opportunities for teacher educators to use DAP to support preservice and practicing teachers across the globe in speaking back to and moving beyond policymakers' neoliberal policies. We also offer suggestions for NAEYC to continue to improve DAP so that the early childhood stakeholders can promote a policy and practical agenda that places democratic practices at the forefront. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=179296872 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09669760.2024.2347279 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 735 Subjects: – SubjectFull: Education Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Democracy Type: general – SubjectFull: Neoliberalism Type: general – SubjectFull: Stakeholders Type: general Titles: – TitleFull: Continuing to critically engage with DAP to foster democratic teaching and teacher education in neoliberal early education contexts. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Brown, Christopher P. – PersonEntity: Name: NameFull: Barry, David P. – PersonEntity: Name: NameFull: Ku, Da Hei – PersonEntity: Name: NameFull: Puckett, Kate IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 09669760 Numbering: – Type: volume Value: 32 – Type: issue Value: 3 Titles: – TitleFull: International Journal of Early Years Education Type: main |
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