Maintaining developmentally appropriate literacy practices in standardized classrooms: a Freirean framed review of the literature

ABSTRACTScholars [e.g., 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] warn that outcome-oriented, kindergarten, literacy standards may encourage an overreliance on didactic methods at the expense of child-centered practices. Such an overreliance can limit curiosity and decrease feelings of competence [Haberman, M. (2010). 11 consequences of failing to address the ‘Pedagogy of Poverty’. Phi Delta Kappan, 92(2), 45–46]. This review investigates the intersection of DAP [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.] and literacy standards in an effort to better support educators striving to address both. Additionally, the theoretical ...