A Literature Review of the Early Childhood Education: Developmentally Appropriate Practices (DAP) & Strategies
AbstractEarly childhood education is a broad, dynamic, and ongoing system that necessitates extensive educational planning and policy support. In terms of management, teacher training, teaching stage, curriculum articulation, and teacher employment, early childhood articulation has developed a complete system and planning system in the United States. However, kindergartens in China ignore children's development laws and characteristics, blindly adopting reading, writing, and calculation as early childhood articulation curriculum goals. The purpose of this review was to synthesize previously published research on evaluation in early childhood education (ECE) in China. To improve our understanding of evaluation in ECE in China and to make comparisons with findings from US studies, the studies covered in this review can be classified as follows: (1) studies concentrating on assessment concepts and aspects in ECE in China & US; (2) studies focusing on developmentally appropriate practices (DAP) & strategies. This paper also reviews the curriculum reform process and demonstrates the reform's strong reliance on Western early childhood education theories and practices. Based on the findings, we proposed directions for future study and practice by stating that evaluation concepts and components need to be defined and characterized more explicitly.
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