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Title: Evaluating the Effects of Developmentally Appropriate Practice with Preschoolers: Effects on Develop


1
Evaluating 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

2
Purpose 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

3
Background 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

4
Children 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

5
Children 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

6
Observations
  • 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

7
Block 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

8
Teacher 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?

9
Dependent 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

10
Marker/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

11
Teacher 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

12
Dependent 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

13
Easel 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

14
Teacher 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

15
Dependent 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

16
Data 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

17
Data 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

18
Data 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

19
Data 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)

20
Data 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

21
Data 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

22
Conclusions
  • 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.

23
Implications 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.

24
FOR 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
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