Developmentalism, developmentally appropriate practice (DAP) and beyond in early childhood education

Iris Duhn; Louise Hennessy

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

Developmentalism, developmentally appropriate practice (DAP) and beyond in early childhood education

Iris Duhn, Louise Hennessy

Research output: Chapter in Book/Report/Conference proceeding › Encyclopaedia / Dictionary Entry › Other › peer-review

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.

Original language	English
Title of host publication	Encyclopedia of Teacher Education
Editors	Michael A. Peters
Place of Publication	Singapore Singapore
Publisher	Springer
Number of pages	6
Edition	1st
ISBN (Electronic)	9789811311796
DOIs	https://doi.org/10.1007/978-981-13-1179-6_95-1
Publication status	Published - 2019

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1007/978-981-13-1179-6_95-1

Cite this

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