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Developmentalism, Developmentally Appropriate Practice (DAP) and Beyond in Early Childhood Education

Citation

Duhn, I and Hennessy, L, Developmentalism, Developmentally Appropriate Practice (DAP) and Beyond in Early Childhood Education, Encyclopedia of Teacher Education, Springer Nature, MA Peters (ed), Singapore, pp. 1-6. ISBN 9789811311796 (2019) [Research Book Chapter]

Copyright Statement

Copyright 2019 Springer Nature Singapore Pte Ltd.

DOI: doi:10.1007/978-981-13-1179-6_95-1

Abstract

One of the aims of education is to teach humans to govern themselves and learn to be governed according to what counts as truths in societies at the time. This is the assertion of the eminent twentieth-century French philosopher Michel Foucault. Historically, one of the tasks of modern education was to provide teaching strategies to support and shape the developing human according to universal, scientifically underscored, developmental patterns. In many societies, developmentalism continues to provide a powerful rationale for pedagogies and curriculum. This discussion provides a critique of the traditional perspective on developmentalism, normativity, and developmentally appropriate practice (DAP), offering an alternative view on individual diversity and responsive context-specific engagement.

Item Details

Item Type:Research Book Chapter
Keywords:developmentally appropriate practice, early childhood education
Research Division:Education
Research Group:Education systems
Research Field:Early childhood education
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Early childhood education
UTAS Author:Duhn, I (Professor Iris Duhn)
ID Code:153244
Year Published:2019
Deposited By:Education
Deposited On:2022-09-14
Last Modified:2022-10-24
Downloads:0

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