Developmentally Appropriate Practice and Children’s Cognitive and Psychosocial Outcomes: A Qualitative Metasynthesis

• In Event: Executive Functioning, Concepts, and Cognition

Abstract

To date, quantitative studies that have examined the impact of DAP on children’s cognitive and psychosocial development have produced mixed results that fail to support its effectiveness. To address this issue, this paper presents findings from a qualitative metasynthesis that studied how teachers and/or administrators engaging in DAP impacts children’s development. The findings reveal that students are just likely to be in classrooms where teachers’ practices are appropriate or inappropriate and there appears to be a strong relationship between student development and the practices their teachers implemented in their classrooms. However, to what extent and to what degree is unclear. Nonetheless, analyzing these studies offers insight into this form of practice and provides guidance for further qualitative research.

Authors

• Christopher P. Brown, The University of Texas - Austin

• Yi-Chin Lan, National Taiwan Normal University