An evaluation of the application of child development theory to educational practice in the Early Childhood Studies program at Riverside Community College

Purposes. In terms of the perceptions of five groups of individuals closely associated with the Early Childhood Studies (ECS) program at Riverside Community College, the purposes of this descriptive survey study were (a) to determine to what extent, if any, child development theory as taught in the ECS classes at Riverside Community College was applied to educational practice, (b) to evaluate to what extent, if any, the classes in ECS at the college effectively had prepared students to teach in programs for young children, and (c) to identify program components reflecting perceived strengths and weaknesses as well as program components needing improvement.;Conclusions. (1) Faculty applied theories of child growth and development in their lectures and course content more than students applied these theories to teaching practices. (2) Students in comparison with faculty members perceived the program as being effective in preparing students in areas related to teaching. (3) Faculty, teachers, graduates and intern students tended to show the greatest consistency of application of child development theory to educational practice in three areas: (i) applying principles of child growth and development, (ii) applying principles of developmentally appropriate curriculum and (iii) applying principles of parent/teacher school relations. (4) Faculty, teachers, and students perceived that students in the ECS program would benefit from more opportunities to apply theories and principles as taught in the college classroom through providing guided observations of young children and by increasing the opportunities for supervised teaching experience with young children.;Sample. Participating groups included (a) 83 students who completed the certificate or degree program between 1984 and 1995; (b) 23 students enrolled in the practicum course for the spring 1995 semester; (c) 13 teachers at the children's center who were employed for the 1994-1995 academic year; (d) 17 full-time and adjunct faculty members employed for the 1994-1995 academic year; and (e) 56 parents of children enrolled in the children's center for the 1994-1995 academic year.