Teaching and learning in a post-DAP world

Early Education and Development

Volumn 19, Issue 3, 2008, Pages 441-447

  Graue, Elizabeth ^a,b  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

^b 464a TEB ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 45949096500     PISSN: 10409289     EISSN: None     Source Type: Journal    
DOI: 10.1080/10409280802065411     Document Type: Review

References (7)

1. Bowman, B. T. (2006). Standards: At the heart of educational equity. Young Children, 61(5), 42-48.
2. Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood program (Rev. ed.). Washington, DC: National Association for the Education of Young Children.
3. Burts, D. C., Hart, C. H., Charlesworth, R., Fleege, P. O., Mosely, J., & Thomasson, R. H. (1992). Observed activities and stress behaviors of children in developmentally appropriate and inappropriate kindergarten classrooms. Early Childhood Research Quarterly, 7, 297-318.
4. Goldstein, L. S. (2007). Beyond the DAP versus standards dilemma: Examining the unforgiving complexity of kindergarten teaching in the United States. Early Childhood Research Quarterly, 22, 39-54.
5. Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
6. Lubeck, S. (1998). Is developmentally appropriate practice for everyone? Childhood Education, 74(5), 283-292.
7. Scott-Little, C. (2006). Standing at a crossroads: Next steps to maximize the potential benefits of early learning standards. Retrieved March 13, 2008, from http://journal.naeyc.org/btj/200609/