Reviving DAP in Kindergarten Literacy Instruction: A Literature Review and Freirean Defense Joy Dangora Erickson (Jde2000@wildcats.unh.edu) Department of Education, University of New Hampshire Introduction Results Discussion Overall, a review of the literature suggests that early literacy teachers find it challenging to adhere to DAP since the inauguration of the No Child Left Behind Act (2001). No research specifically investigating kindergarten teachers’ perceptions of the influence of CCSS on developmentally appropriate practice surfaced in any search, suggesting a significant gap in need of study. The literature revealed that numerous dedicated and knowledgeable professionals strive to maintain DAP in kindergarten while integrating academic literacy standards. Empirical studies suggest the following three approaches to be effective ways of integrating DAP and literacy standards: Writing workshop Dramatic play Storytelling/story acting Although both skills-based and child-centered methods are supported by research in specific situations, the accountability movement has brought with it an increased emphasis on academic standards, and scholars (e.g., Carlsson-Paige, McLaughlin & Almon, 2015; Moustafa, 2014), have raised concerns about the high prioritizing of skill acquisition which can lead to an over- reliance on didactic methods promoted by, for example, the Common Core State Standards (CCSS) in the context of early childhood. Such an overreliance can limit curiosity and decrease feelings of competence (Haberman, 2010). This review investigated the intersection of Copple and Bredekamp’s (2009) framework for developmentally appopropirate practice (DAP) and literacy standards in an effort to better support educators. Because DAP (2009) aligns in part with Freire’s (2012) humanizing pedagogy, the framework is more likely to cultivate curiosity and critical thinking while simultaneously nurturing students’ developing senses of self than didactic instruction alone. In sum, DAP requires that educators understand typical child development trajectories know children as individuals (interests, strengths & needs) aim to understand and appreciate the social and cultural contexts impacting each learner set appropriately challenging and attainable goals with children According to Freire the central aim of education is to prepare people to effectively communicate with and learn from one another as a means of ending injustices and making life more meaningful and gratifying for all. Freire’s perspective provides a theoretical lens through which we can better evaluate instructional practices on the basis of whether or not they are humanizing. When questioning the developmental appropriateness of a practice, it may prove most effective to anticipate or notice how the practice is impacting the individual. Overarching Questions: How do kindergarten teachers currently perceive the coexistence of mandated academic literacy standards and DAP as depicted in the literature? What does the literature suggest teachers do to maintain, elevate or reestablish the use of DAP in the contemporary standardized kindergarten environment? Sources were limited to peer-reviewed empirical and theoretical articles that resulted from a comprehensive search of the literature. Methods Theoretical Lens “Within history, in concrete, objective contexts, both humanization and dehumanization are possibilities for a person as an uncompleted being conscious of their incompletion. But while both humanization and dehumanization are real alternatives, only the first is the people’s vocation.” (Freire, 2012, p.43). Paulo Freire (1974;2012) believed that in order for people to transform the world, schooling must be a humanizing experience. Put another way, the path to dialogical critical thinking entails the nurturing of students’ senses of self and curiosities for knowing. Freire maintained that critical thinking allows one to truly consider opposing viewpoints , self-reflect and act to improve society for all. Instructional practices that do not cultivate curiosity and promote students’ senses of self run the risk of being oppressive while also stifling complex thought and social progress. Select References Carlsson-Paige, N., McLaughlin, G., & Almon, J. (2015). Reading instruction in kindergarten: Little to gain and much to lose. Retrieved December 11, 2015, from https://www.sarahlawrence.edu/cdi/media/pdf/ReadinginKindergartenreport.pdf Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: National Association for the Education of Young Children. Freire, P. (1974). Education for Critical Consciousness. New York, NY: Bloomsbury. Freire, P. (2012). Pedagogy of the oppressed. New York, NY: Bloomsbury. Haberman, M. (2010). 11 consequences of failing to address the 'Pedagogy of Poverty'. Phi Delta Kappan, 92(2), 45-46. Moustafa, M. (2014). Improving the Common Core's foundational skills in reading, K-2. California Reader, 48(1), 11.