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Essay / Research Paper Abstract
A 5 page research paper that contrasts direct/didactic instruction with developmentally appropriate instruction at the preschool level of early childhood education. This examination of research and literature demonstrates that most experts in early childhood education do not favor direct instruction, but rather support instruction that is developmentally appropriate. Bibliography lists 8 sources.
Page Count:
5 pages (~225 words per page)
File: D0_khdivda.rtf
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Unformatted sample text from the term paper:
there has emerged a trend toward introducing academic instruction to young children at progressively earlier ages (Zeng and Zeng, 2005). This trend has been promoted by various books that claim
to promote intelligence through direct or didactic instruction (DI) (Zeng and Zeng, 2005). Those programs that promise parents that some form of DI will produce "super kids" tend to employ
a regimented approach that spends a great deal of time on pedagogy that is "rigid, didactic and geared to the attention levels of older children" (Zeng and Zeng, 2005, p.
706). The following examination of research and literature demonstrates that most experts in early childhood education do not favor DI, but rather support instruction that is developmentally appropriate for young
children. The case against direct/didactic instruction Didactic approaches to the instruction of young children has been shown by research to be "inconsistent with the child-initiated, child-directed and
teacher-supported approach to instruction that is recommended practice for young children" (Daugherty, Grisham-Brown and Hammeter, 2001, p. 213. In order to protect young children from the negative effects of inappropriate
expectations in school environments, the National Association for the Education of Young Children (NAEYC) issued a position paper that provides guidelines for practices that are developmentally appropriate for children ages
birth to 8 years (Zeng and Zeng, 2005). The NAEYCs position is that effectiveness of developmentally appropriate practice (DAP) has been supported by empirical research and that this pedagogical model
embodies a vast amount of research data that has been garnered from experienced educators (Zeng and Zeng, 2005). Research verifies that DAP facilitates the development of childrens imaginative and thinking
skills (Zeng and Zeng, 2005). Research in regarding DI has suggested that this practice can be extremely detrimental to child development. Mills, et al (2002) conducted a longitudinal study
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