Abstract/Notes: Spiritual development plays a vital role in young people’s psychological health and wellness, and spiritual awareness is beneficial in developing morals and coping strategies when dealing with real-life situations (Lee et al., 2020). A lack of scholarly literature addressing the spiritual growth of Egyptian youth involved in evangelical camps and now living for Christ in a predominately Muslim society prompted this study. This qualitative narrative study was based on the theoretical framework of social constructivism pioneered by Vygotsky. The research participants were four Egyptian youth who had attended a Christian camp, made the life-changing decision to follow Christ, and were involved in a discipleship and mentorship program after camp. All interviews were conducted in English and Arabic using Zoom video conferencing and were recorded and transcribed using the Otter.ai transcription application in English. The four Egyptian youth shared detailed information about their lived experiences during and after camp to provide stories about the spiritual discipleship program with mentors after camp. Data was collected, verified for accuracy by the participants, then coded and analyzed to reveal four emergent themes. The themes were, Egyptian life, the participants’ spiritual experience at camp, discipleship with mentors after camp, and recommendations for future camps. Findings from this study suggested spiritual discipleship and mentorship played a significant part in the participants’ spiritual growth after camp.

Language: English

Published: Lakeland, Florida, 2022

Language: German

Published: Heidelberg, Germany: Schindele, 1993

Edition: 2nd. ed.

ISBN: 3-89149-118-2

Series: Arbeitshefte zur heilpädagogischen Übungsbehandlung , 3

Abstract/Notes: A BIOGRAPHICAL HISTORY OF DEVELOPMENTALLY APPROPRIATE PRACTICE By David Elkind Redleaf Press Paperback, $29.95 This new book, by Early Childhood expert David Elkind, trains its lens on 11 "Giants in the Nursery"-historical figures who played a major role in the evolution of developmentally appropriate practice (DAP).In the Prehistory chapter, there are oversimplifications and unclear writing: "Although the humanistic leaders of society tried to use the printing press to their own advantage, it could not put back in the bottle the cultural genie the printing press had released" (p. 15).The organizing theme of DAP is good, although some of Elkind's statements about it seem puzzling to me, such as "DAP provides the most integrated curricula of socialization, individualization, work, and play than does any other approach to education" (p. 5).

Language: English

ISSN: 1054-0040

Language: English

Published: Boca Raton, Florida, 2002

Abstract/Notes: This article elaborates on three principles which are the foundation of the developmental approach to early childhood education. These principles are multiage grouping, nongraded curricular materials, and interactive teaching. (IAH)

Language: English

DOI: 10.1080/00405848909543378

ISSN: 0040-5841, 1543-0421

Language: English

ISSN: 1071-6246

Abstract/Notes: Examines the social and emotional benefits for children in early childhood multiage classrooms and the strategies teachers implement to promote those developmental domains. Explores findings about the social and emotional advantages for students, and presents advantages and disadvantages from the multiage perspective. Reviews findings on instructional strategies and implications for teaching and research. (SD)

Language: English

ISSN: 1084-6603

Abstract/Notes: In this study, 173 preschool teachers (80 non-Montessori teachers and 93 Montessori teachers) were given a survey at two early childhood professional conferences that examined their beliefs about Developmentally Appropriate Practice (DAP). The purpose of this study was to (a) investigate preschool teachers' beliefs about Developmentally Appropriate Practice (DAP) and Developmentally Inappropriate Practice (DIP); (b) discover the similarities and differences in the factor structures of the Teacher's Beliefs Scale (TBS) between the study conducted by Charlesworth, Hart, Burts, Thomasson, Mosley, and Fleege in 1993 and the current study about DAP; (c) discover the similarities and differences of Developmentally Appropriate Practice (DAP) and Developmentally Inappropriate Practice (DIP) beliefs between Montessori teachers and preschool teachers; and (d) investigate the factors that are related to teachers' beliefs about DAP and DIP. The Teacher Beliefs Scale (TBS) was used to assess preschool teachers' beliefs about DAP and DIP. Factor analysis was used to support the validity of TBS in the current study. Multiple t-tests were used to identify the differences in developmental appropriate/inappropriate beliefs between Montessori and non-Montessori teachers. Multiple regression analyses were used to explain the relationship between variables of 173 Montessori and non-Montessori preschool teachers. Results of the study showed that a majority of preschool teachers agreed with 22 Developmentally Appropriate Practices (DAP) and 12 Developmentally Inappropriate Practices (DIP). Responses to seven items were different from the original study (Charlesworth et al., 1993). There was a significant difference on Inappropriate Activities and on Appropriate Child Choice between non-Montessori and Montessori teachers. There was a relationship between teachers' beliefs about DAP and teachers' educational backgrounds, teaching experiences, ethics, and DAP understanding level in the current study.

Language: English

Published: Greeley, Colorado, 2003

Abstract/Notes: Presentation at Washington Association for the Education of Young Children. Newsletter of the Pacific Northwest Montessori Association (Kirkland, Washington).

Language: English

Abstract/Notes: Three central components of the Montessori method are described and shown to be reflected in the National Association for the Education of Young Children's (NAEYC) guidelines for developmentally appropriate curricula. NAEYC guideline 1C states, "Teachers prepare the environment for children to learn through active exploration and interaction with adults, other children, and materials"; this is a statement of a basic Montessori principle. A second Montessori principle concerning "sensitive periods" is reflected in the entire body of the NAEYC guidelines. A third principle common to both Montessori practice and the NAEYC guidelines is the idea of the teacher as an observer. It is concluded that, if early childhood educators intend to follow the NAEYC guidelines, they will be behaving very much like Montessori teachers. (RH)

Language: English

Published: Washington, D.C.: NAEYC, Nov 14, 1986

Pages: 12