The intersection of kindergarten literacy standards and DAP: What the literature reveals Joy Dangora Erickson, Ph.D. student, C & I (Literacy and Language) University of New Hampshire

Overview Brief explanation of and argument for maintaining DAP while simultaneously addressing academic literacy standards in kindergarten Findings stemming from a review of contemporary literature specific to the integration of DAP and literacy standards in kindergarten Implications and next steps

Developmentally Appropriate Practice (DAP) Original DAP framework (Bredekamp, 1987; NAEYC, 1987 ) Heavy Piagetian influence (emphasis on stages) Two major goals: 1) articulate conditions for NAEYC program accreditation and 2) combat political pressures to increase the academic rigor of early childhood programs (Bredekamp,1987; Fowler, 2016; Goldstein, 2008). Second edition (Bredekamp & Copple, 1997) Integrated the theories of Bronfenbrenner and Vygotsky (socio-cultural influences) Third edition (Copple & Bredekamp, 2009) Filtered through Epstein’s (2006) intentional teaching lens Put the responsibility of making thoughtful instructional decisions back on the professional teacher .

DAP (2009) prerequisites/ NAEYC core principles: knowledge of child development and subject matter knowledge of each child as an individual (strengths and needs across domains, interests) understanding of and appreciation for outside “social and cultural contexts” that impact each unique learner (Copple and Bredekamp, 2009, p.10) ensure student goals are relevant, attainable and offer appropriate challenge (Erickson, 2016, p. 5). Relationships influence meaning-making (relationships with parent, caregivers and teachers)

DAP as a Humanizing Framework Self-Determination Theory (Ryan & Deci, 2000) Freire’s (2012) pedagogy for praxis The purpose of education is to cultivate critical thinking and dialogue that leads to action for the betterment of humanity Methods that do not promote a positive sense of self or limit an individual’s progress can be considered oppressive Basic human psychological needs (autonomy, competence & relatedness) must be met in order to cultivate autonomous forms of motivation, creativity and overall well-being Intrinsic reading motivation and more internal forms of extrinsic reading motivation are generally more adaptive 1) Nurture an openness and curiosity to learn by working with students to determine curriculum and methods (subject-centered) 2) Strive for educative experiences that are empowering (students’ senses of self are built up) 3) Organically engage in open critical problem-solving dialogue 4) Dialogue should lead to purposeful action for positive societal change

The impact of standardization as a rationale for research: The integration of skills-based and child-centered methods is commonly viewed as a more adaptive approach to early literacy education – The effectiveness of direct instruction in reading and writing is not being challenged –this is essential. HOWEVER, many (e.g., Stipek et al., 1995) argue it should be embedded within relevant and authentic curriculum. Research (e.g., Bassok, Latham & Rorem, 2016) has recently confirmed what teachers, parents and scholars have suspected for years; the academic rigor of yesterday’s first grade is now a hallmark of public kindergarten classrooms. Scholars (e.g. Miller & Almond, 2009), educators and parents worry that the current outcome-oriented climate characteristic of many public kindergartens leaves little room for the integration of child-centered (DAP) practices while simultaneously encouraging an overreliance on didactic skills-based instruction.

Research Questions: 1) What are kindergarten teachers’ current perceptions relative to the coexistence of mandated academic literacy standards (CCSS) and DAP as depicted in the literature? 2) What does the literature suggest teachers do to maintain, elevate or re-establish the use of DAP in the contemporary standardized kindergarten environment?

Finding #1: The perceptions of U.S. kindergarten teachers No research specifically investigating kindergarten teachers’ perceptions of the influence of CCSS on DAP surfaced in any search of the literature. The voices of kindergarten teachers on this issue are largely absent from the literature. Overall the literature suggests that early literacy teachers find it challenging to adhere to DAP since NCLB (2001). The literature also reveals that numerous dedicated and knowledgeable professionals still make the effort. (Erickson, 2016)

Finding #2: Promising approaches to integration Meeting standards through play Thematic-fantasy play (TPF) specifically, where children re-enact simplistic stories or fairy tales, have been shown to contribute to children’s general understanding of how stories are structured and to increase comprehension (Roskos & Christie, 2011). CCSS.ELA-LITERACY.RL.K.2 With prompting and support, retell familiar stories, including key details. CCSS.ELA-LITERACY.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

Finding #2: Promising approaches to integration cont. Meeting standards through writing workshop Teachers and researchers (e.g., Snyders, 2014) found the writing workshop model to be especially conducive to DAP in that students communicated often with one another and largely controlled the direction of their writing. Additionally, writing workshop lends itself to differentiated instruction. CCSS.ELA-LITERACY.W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). CCSS.ELA-LITERACY.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. CCSS.ELA-LITERACY.W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. CCSS.ELA-LITERACY.RF.K.1 (Print Concepts)

Finding #2: Promising approaches to integration cont. Meeting standards through storytelling Cooper, Capo, Mathes, and Gray (2007), found that Vivian Paley’s (1981) storytelling curriculum positively impacted students’ vocabulary and literacy skills. Major components include students dictating a story to the teacher and the class acting out the story. Paley’s curriculum emphasizes relationship building. CCSS.ELA-LITERACY.W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Implications and Next Steps Research explicitly highlighting the successful integration of DAP and foundational CCSS kindergarten reading skill standards (e.g., phonological awareness, phonics and word recognition, fluency) is needed We know from being in the field that foundational reading skills are creatively integrated into thematic units, guided reading, reader’s workshop etc. yet these intentional integrations are largely absent in the peer-reviewed empirical literature specific to kindergarten Research investigating kindergarten teachers’ perceptions regarding the integration of DAP and CCSS is needed All three promising approaches to integration that surfaced in the literature honor student autonomy. My current work utilizes SDT (Ryan & Deci, 2000) as a means of investigating how teachers’ instructional literacy practices meet students basic psychological needs and as such cultivate autonomous forms of reading motivation and promote overall well-being. All promising approaches residing in the literature promote autonomy

Questions and comments Thank you! Questions and comments

References Bassok, D., Latham, S. & Rorem, A. (2016). Is kindergarten the new first grade. AERA Open, 1(4),   1-31, DOI: 10.1177/2332858415616358 Bredekamp, S. (Ed.). (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age eight. Washington, DC: National Association for the Education of Young Children. Bredekamp, S., & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs (rev ed.). Washington, DC: National Association for the Education of Young Children. Cooper, P. P., Capo, K., Mathes, B., & Gray, L. (2007). One authentic early literacy practice and three standardized tests: Can a storytelling curriculum measure up? Journal of Early Childhood Teacher Education, 28(3), 251–275. Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: National Association for the Education of Young Children. Erickson, J. D. (2016): Maintaining developmentally appropriate literacy practices in standardized classrooms: a Freirean framed review of the literature, Early Child Development and Care, DOI: 10.1080/03004430.2016.1213727 Fowler, R. (2016). Reframing the debate about the relationship between learning and development: An effort to resolve dilemmas and reestablish dialogue in a fractured field. Early Childhood Education Journal, doi:10.1007/s10643-0150770-x

References Cont. Freire, P. (2012). Pedagogy of the oppressed. New York, NY: Bloomsbury. Goldstein, L. S. (2008a). Kindergarten teachers making “street-level” education policy in the wake of No Child Left Behind. Early Education & Development, 19(3), 448–478. Miller, E., & Almon, J. (2009). Crisis in the kindergarten: Why children need play in school. College Park, MD: Alliance for Childhood. Paley, V. (1981). Wally’s stories: Conversations in kindergarten. Cambridge, MA: Harvard University Press. Roskos, K., & Christie, J. (2011). The play-literacy nexus and the importance of evidence-based techniques in the classroom. American Journal of Play, 4(2), 204–224. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. doi:10.1037/0003-066X.55.1.68 Snyders, C. B. (2014). “I wish we could make books all day!” An observational study of kindergarten children during writing workshop. Early Childhood Education Journal, 42(6), 405–414. Stipek, D., Feiler, R., Daniels, D., & Milburn, S. (1995). Effects of different instructional approaches on young children's achievement and motivation. Child Development, 66, 209-  223.