• Korean Journal of Child Studies
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• v.22 no.3
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• pp.183-193
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• 2001

This study explored the feasibility of various applications of Developmentally Appropriate Practice (DAP) by examining the relationship between teachers' belief in DAP and their creative roles. Subjects were 203 teachers of public, private, national, and corporate day care centers in Pusan. Data analysis was by ANOVA. Results showed that with the exception of fluency, teacher's degree of belief in DAP correlated with differences in all the sub-categories of creative roles, including indulgence and perseverance, flexibility, originality, and elaboration. Conclusions were that teachers could enhance their creative roles through inclusion of DAP in teacher education.

• Korean Journal of Child Studies
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• v.31 no.6
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• pp.135-151
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• 2010

The purpose of this study was to analyze the relationship between teachers' beliefs and instructional activities in regards to the DAP (Developmentally Appropriate Practice) of Korean and Chinese early childhood teachers. A number of both teacher variables and classroom environment variables were also examined. One hundred and ninety three Korean early childhood teachers and 385 Chinese early childhood teachers responded to the TeacherQuestionnaireas issued. The results of this study were as follows. First, Korean early childhood teachers showed higher scores in terms of teachers' beliefs about DAP than DIP (Developmentally Inappropriate Practice). Chinese early childhood teachers showed higher scores for teachers' beliefs about DIP. Second, Korean teachers' scores in terms of instructional activities for DAP showed differences depending on the degree of teaching experience and the teachers' age, and the scores for instructional activities related to DIP did not show any differences in any of the teacher variables. On the other hand, Chinese teachers exhibited different scores for the instructional activities for both DAP and DIP, again depending on the amount of teaching experience, the teachers' ages, and the ages of the children they taught. Third, a relationship between teachers' beliefs and instructional activities for DAP was found to be in evidence in Korea, but not in China.

• Korean Journal of Childcare and Education
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• v.8 no.2
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• pp.81-99
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• 2012

This study examined the effects of teachers' DAP beliefs and teacher efficacy on the conflict resolution attitudes of teachers. The study was based on the survey data from 128 early childhood teachers working in day care centers in the Incheon area. The valuables were all measured by teachers. The collected data were analyzed by Manova and Logistic Regression. The main results of this study were as follows. Firstly, there was a significant difference in collaborating and avoiding types of conflict resolution attitudes according to only age among demographic variables. Secondly, teachers' DAP beliefs and teacher efficacy were positively related to the collaborating type but negatively related to avoiding and competing types of conflict resolution attitudes. Finally, teachers' DAP beliefs and teacher efficacy had positive effects on cooperative conflict resolution attitudes after controling for demographic variables. Our findings indicate that teachers' DAP beliefs and teacher efficacy have effects on their conflict resolution attitudes during preschoolers' peer conflicts.