: Diversity and Developmentally Appropriate Practices: Challenges for Early Childhood Education . Bruce E. Mallory, Rebecca S. New.

Abstract Since 2012, Indonesia has been obsessed with the notion of melestarikan budaya lokal (preserving local culture) as part of Indonesian Cultures. In West Java, Indonesia, the cultural revitalisation program is called “Rebo Nyunda”. Rebo means Wednesday; nyunda means being Sundanese. Sunda is the dominant ethnic group in West Java and the second largest ethnic group in Indonesia. Childhood often becomes a site for implanting ideologies, including nationalist ideology through the rhetoric of anti-West. Rebo Nyunda is expected to be able to shape future generations with strong cultural roots and unshaken by negative foreign ideas. Using focus group discussions this paper investigates the extent to which teachers understand Rebo Nyunda as a mean of cultural resistance to foreign forces amid the wholesale adoption of early childhood education doctrines from the West, such as the internationalisation of early childhood education, developmentally appropriate practices, neuroscience for young children, child-centred discourse, economic investment and the commercialisation of childhood education. This paper examines the complexity of and contradictions in teachers’ perceptions of Rebo Nyunda in Bandung, a city considered a melting pot of various ethnic groups in Indonesia.

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Educator licensure overlap in the early grades: Why it occurs, why it matters, and what to do about it

Phi Delta Kappan ◽

10.1177/0031721719871557 ◽

2019 ◽

Vol 101 (1) ◽

pp. 12-17

Author(s):

R. Clarke Fowler

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Elementary Education ◽

Young Children ◽

Developmentally Appropriate ◽

The United States ◽

Early Years ◽

Childhood Education ◽

Appropriate Practices ◽

Educational Importance

In the United States, 48 states have recognized the educational importance of the early years by awarding stand-alone early childhood education (ECE) licenses that require specialized training in teaching young children. Yet, at the same time, teachers with elementary education (ELED) licenses are allowed to teach kindergarten in 34 states and 1st through 3 rd grade in more than 45 states. This means that teachers may be licensed to teach young children without receiving specialized early childhood training. R. Clarke Fowler explores the extent of the licensure overlap, the reasons for it, and the effects it has on early childhood education. He recommends moving toward a preK-3 license that requires teachers to learn developmentally appropriate practices for the education of young children.

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iPods, Internet and Apps, Oh My

K-12 Education ◽

10.4018/978-1-4666-4502-8.ch095 ◽

2013 ◽

pp. 1650-1668

Author(s):

Sally Blake ◽

Denise L. Winsor ◽

Candice Burkett ◽

Lee Allen

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Young Children ◽

Developmentally Appropriate ◽

Developmentally Appropriate Practice ◽

Appropriate Technology ◽

Design And Technology ◽

Childhood Education ◽

Beliefs About Technology ◽

Teachers Attitudes

This chapter explores perceptions about technology and young children and includes results of a survey answered by Instructional Design and Technology (IDT) and Early Childhood Education (ECE) professionals in relation to age appropriate technology for young children. Integration of technology into early childhood programs has two major obstacles: (a) teachers’ attitudes towards and beliefs about technology and (b) perceptions of what is developmentally appropriate practice (DAP) in their classrooms. The issue of what constitutes developmentally appropriate practice for young children in relation to technology in early childhood education classrooms is one that may influence technology use in educational environments. The framework for this chapter explores perceptions of early childhood and instructional technology practitioners and their views of what is and is not appropriate technology for young children.

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Early Experiences With Family Involvement

Advances in Educational Marketing, Administration, and Leadership - Social Justice and Parent Partnerships in Multicultural Education Contexts ◽

10.4018/978-1-5225-3943-8.ch003 ◽

2018 ◽

pp. 42-64

Author(s):

Jade Burris

Keyword(s):

Early Childhood ◽

Family Involvement ◽

Early Childhood Teachers ◽

Developmentally Appropriate ◽

Developmentally Appropriate Practices ◽

Early Childhood Programs ◽

Early Experiences ◽

Appropriate Practices ◽

The Impact ◽

Successes And Challenges

This chapter reviews the impact early experiences with family involvement have on young children and their families, early childhood programs, and teachers. The author discusses the growing demand for early childhood services, characterized by a growing and changing society. There is discussion of developmentally appropriate practices and the ethical conduct of early childhood teachers as they navigate issues of social justice related to family involvement and engagement. The author presents findings from a recent pilot study to illustrate the successes and challenges experienced by eight diverse early childhood programs as they reflected on their family involvement practices. The author also emphasizes the importance of promoting equity and celebrating diversity through family involvement practices including examples, successes, and challenges that may arise.

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