Title: Evaluating the Effects of Developmentally Appropriate Practice with Preschoolers: Effects on Develop
1Evaluating the Effects of Developmentally
Appropriate Practice with Preschoolers Effects
on Developmental and Academic Skills
- Council for Exceptional Children
- April, 2004
- Mary Frances Hanline, Ph.D.
- Florida State University
2Purpose of presentation
- Present the results of a longitudinal study of
preschool children attending an inclusive
community preschool - Discuss developmental scales used to document
changes in children's drawing, painting, and
block constructions - Report relationships between play and emergent
literacy skills
3Background information
- Creative Preschool in Tallahassee, Florida
- U.S. Department of Education model demonstration
and research grants - 1991 NIDDR field-initiated research
- 1992-1997 OSEP demonstration
- 2000-2003 OSEP directed research
- Play-based intervention in inclusive preschool
4Children participating
- 117 in total over 8 years
- 47 male 53 female
- 62 Caucasian, 37 African-American 1 other
- 46 had identified disabilities
- 54 did not have identified disabilities
5Children with and without disabilities
- Mean age in months
- With disabilities 42.5
- Without disabilities 39.0
- Mean age equivalents on BDI
- With disabilities 26.43
- Without disabilities 39.22
6Observations
- 16 75 months of age
- Minimum of 4x per year per child
- 8 year period
- Settings
- Block construction videotaped photographs
- Marker/crayon photographs
- Easel painting photographs
-
7Block construction procedures
- Block center
- 9.1 meters by 15.2 meters
- Over 3000 blocks arranged on shelves
- Plywood shapes to build on (.9 x 1.2 meters)
spaced approximately .9 meters apart - 10 children in block play group one adult
- Approximately 1.5 hours long
- Construction completed before props
8Teacher involvement in block play
- Teacher-led introduction to block play
- Discussion of geometric shapes
- Reading of book that fits the unit
- Reading of book on building or buildings
- Specific block names
- You may use as many blocks as you would like and
build as long as you would like - Is there anything you would like to tell me about
your STRUCTURE?
9Dependent variables in block play
- Time involved in block play
- Number of blocks used in construction
- Developmental block construction scale
- 19 point scale showing developmental progression
from nonconstruction use of blocks to
representational play - Reflects childs growing understanding of spatial
relationships, topological and geometric
knowledge, and representational play skills
10Marker/crayon procedures
- Fluid play center
- Child size tables and chairs
- Paper 8 X 12 inch manila paper, with childs name
in upper left corner - Marker/crayons available to children
- Sets of large watercolor markers, containing 8
basic colors are available to the children - Expanded sets of small pointed markers with pink,
lavender, and other pastels available - Sets of Crayola crayons containing 64 different
colors - Crayons are fresh and unbroken
11Teacher involvement in marker/crayon
- Teacher introduces the three kinds of drawing
materials - Teacher-led discussion concerning the different
drawing materials - Teacher shows each child his/her paper
- Teacher does not prompt the child with any
statements concerning the items s/he might draw
interaction is focused on behavior and
appropriate use of materials
12Dependent variables in marker/crayon
- Time involved in creating a drawing
- Number of colors used in drawing
- Developmental marker/crayon scale
- 12 point scale showing developmental progression
from scribbling to drawings that have dimension - Reflects childs growing understanding of spatial
relationships and symbolic understanding
13Easel painting procedures
- Outdoors
- Paper 18 X 24 inch manila paper, with childs
name in upper left corner - Paper taped to fence 43 cm apart and 45 cm from
the ground - Paints available to children
- 11 colors
- Sets of paints placed within reach of children on
ground - Three differently sized brushes
- Paint colors are fresh and bright
- Paint consistency is thick
- Brushes are not damaged
14Teacher involvement in easel painting
- Teacher introduces the three sizes of brushes
- Teacher-led discussion concerning the different
sized brushes - Teacher reviews rules of easel painting
- Teacher introduces colors of paints
- Teacher shows each child his/her paper
- Teacher does not prompt the child with any
statements concerning the items s/he might draw
interaction is focused on behavior and
appropriate use of materials
15Dependent variables in easel painting
- Time involved in creating a painting
- Number of colors used in drawing
- Easel painting scale
- 12 point scale showing developmental progression
from scribbling to drawings that have dimension - Reflects childs growing understanding of spatial
relationships and symbolic understanding
16Data analysis results Block hlm
- Hierarchical linear modeling using block
constructions score - Statistically significant differences between the
growth rate on the block construction scale
scores between children with and without
disabilities - Statistically significant differences between the
scores of children with and without disabilities
at 60 months - Impact of gender was nonsignificant
- Impact of time spent building was statistically
significant on growth rate and scores at 60
months
17Data analysis results M/C hlm
- Hierarchical linear modeling using marker/crayon
scale - Statistically significant differences between the
growth rate on the block construction scale
scores between children with and without
disabilities - Statistically significant differences between the
scores of children with and without disabilities
at 60 months - Impact of gender was nonsignificant
- Impact of time spent coloring was nonsignificant
18Data analysis results Easel hlm
- Hierarchical linear modeling using easel scale
- Statistically significant differences between the
growth rate on the block construction scale
scores between children with and without
disabilities - Statistically significant differences between the
scores of children with and without disabilities
at 60 months - Impact of gender was nonsignificant
- Impact of time spent coloring was nonsignificant
19Data analysis results Block regression
- Multiple regression using each childs last
observation in block construction scores on
achievement tests TERA, TEMA, TEWL, PIAT - Predicted (.05 level) TEWL, TERA, TEMA quotient
scores - Preducted (.05) PIAT math age
- Prediction stronger for children with
disabilities and for females - On average, an increase in one block scale score
related to an increase of 8 to 11 points on the
TEWL, TERA, and TEMA quotient scores and 9 to 10
age standard scores on the PIAT (reading, math,
spelling, and writing)
20Data analysis results Marker/Crayon regression
- Multiple regression using each childs last
observation in marker/crayon scores on
achievement tests TERA, TEMA, TEWL, PIAT - Predicted (.05 level) TEWL and TERA basic
quotient scores - Predicted (.05) PIAT reading, math, and spelling
age - Prediction stronger for females and for children
with disabilities - On average, an increase in one score on the m/c
scale related to ain increase of 10 to 16 points
on the TEWL, TEMA, TERA quotient scores and 10 to
15 age scores on the PIAT (reading, math,
spelling, and writing
21Data analysis results Easel regression
- Multiple regression using each childs last
observation in marker/crayon scores on
achievement tests TERA, TEMA, TEWL, PIAT - Predicted (.05 level) TEWL and TERA basic
quotient scores - Predicted (.05) PIAT reading, math, and spelling
age - Prediction stronger for females
- Prediction stronger for children with
disabilities - On average, an increase in one score on the m/c
scale related to ain increase of 10 to 16 points
on the TEWL, TEMA, TERA quotient scores and 10 to
15 age scores on the PIAT (reading, math,
spelling, and writing
22Conclusions
- Children with varying disabilities and without
disabilities develop in a well-planned and
organized developmentally appropriate play
environment. - Children demonstrate stages in their play product
creation that can be used to evaluate their
progress from sensorimotor to representational
thought processes. - Childrens play products and behaviors can be
used to predict later school success.
23Implications for service delivery
- When teachers understand and can assess
childrens development through their play
behaviors and products, a better match can be
made between the individual development of the
child and the educational experiences offered. - Children with disabilities, in a full inclusion
setting, develop through the same developmental
stages as their peers who do not have
disabilities. - The acquisition of skills and knowledge that will
support each childs success in later school can
be provided in a well-planned developmentally
appropriate play-based environment.
24FOR MORE INFORMATION
- Mary Frances Hanline
- Florida State University
- mhanline_at_garnet.acns.fsu.edu
- http//www.fsu.edu/sercs/
- Pamela C. Phelps
- Owner/Director Creative Preschool
- 2746 West Tharpe, Tallahassee, FL 32303
- http//www.cccrt.org
- 850-422-1080