Barbara Noel's study focused on teachers' perceptions and beliefs around DAP. Here is a summary and a visual image she created to represent her study:
This study explores how early childhood educators—both lead and assistant teachers—perceive and implement Developmentally Appropriate Practice (DAP) within a Head Start program. Motivated by my personal journey from an assistant teacher with limited knowledge of DAP to a confident lead teacher, I sought to understand whether perceptions of DAP vary by role and how educational background, school philosophy, and professional development influence practice.
Through interviews and observations of four educators at Little Learners Head Start, I found that while all participants shared a basic understanding of DAP, their implementation differed based on their philosophies, experiences, and education levels. Notably, teachers with higher degrees in early childhood education demonstrated more alignment between their beliefs and classroom practices. One participant, Jennifer, held a more traditional, academically structured philosophy—shaped by her upbringing and educational path—which sometimes conflicted with the progressive, play-based model of the school.
The study also highlighted the critical role of institutional support in shaping educators’ understanding and use of DAP. Little Learners Head Start fosters this through reflective practices, family engagement, ongoing professional development, and collaboration with specialists. However, it also made me reflect on the gaps in professional learning at my current workplace, especially for assistant teachers who often lack formal training.
Although limited by a small sample and observation window, this research sheds light on the complex factors that influence DAP implementation and underscores the need for continued support, training, and alignment among teaching teams. Future research should expand across diverse educational settings to better understand how DAP is interpreted and practiced in varying contexts.