Kindergarten Teachers’ Beliefs Toward Developmentally Appropriate Practice in Jordan

Abstract

The objective of this study was to examine the beliefs of Jordanian kindergarten teachers toward developmentally appropriate practices (DAP). The sample consists of 285 (14.9%) randomly selected teachers working in public and private kindergartens. A questionnaire with two parts, (1) general information and (2) teachers' beliefs regarding DAP, was developed to answer the research questions. The items were distributed into the five dimensions of early childhood professional practice that were published by the National Association for the education of young children (NAEYC). The findings indicated that the overall mean score of kindergarten teachers' beliefs on the five dimensions was 4.08, indicating high beliefs toward (DAP). Teachers endorsed DAP on all dimensions except establishing reciprocal relationships with families. The findings also indicated that there are no significant differences between the means of teachers' beliefs toward teaching children according to teachers' level of education, years of experience, or teacher's age (except in the caring community of learners and the development and learning domains). In the light of the findings of this study, some recommendations are presented.

How Do Children Learn? Beliefs and Practices Reported by Kindergarten Teachers in Singapore

“…On the contrary, job experience was found to significantly predict the self-reported endorsement for DAP by 264 pre-school teachers in Jordan (Mohamed & Al-Qaryouti, 2016) while teachers' professional training and general education level did not predict the early childhood curriculum beliefs held by 296 Chinese and 146 American teachers (Wang et al, 2008). A higher level of education (Bachelor's degree versus associate degree), specialization in education, more years of preschool teaching experience, and more mature teachers were found to be positively related to teachers' beliefs toward DAP amongst a sample of 1907 kindergarten teachers in Jordan (Abu-Jaber et al, 2010). In contrast, teachers' education and experience were not related to the beliefs and practices of 40 kindergarten teachers in India (Hegde & Cassidy, 2009).…”

“…The preference for a child-centered orientation is not a distinctive feature of teachers based in the American context. Studies conducted internationally and cross-culturally also indicated teachers' strong endorsement of DAP or child-centered practices (Abu-Jaber, Al-Shawareb, & Gheith, 2010;Hegde, Sugita, Crane-Mitchell, & Averett, 2014;McMullen, Elicker, Wang, Erdiller, Lee, Lin, & Sun, 2005;Ugaste, Tuul, Niglas, & Neudorf, 2014;Wang, Elicker, McMullen, & Mao, 2008).…”

Teachers’ beliefs about developmentally appropriate practices in Saudi Arabia

“…Nevertheless, interest in DAP is new to the Saudi education system. Many have studied teachers' beliefs regarding developmentally appropriate practices in the USA and more globally (e.g., Caner et al 2010, Erdiller Akın 2013, Han and Neuharth-Pritchett 2010, Hoot et al 1996, Liu 2007McCaslin 2004, McMullen et al 2005, Parker and Neuharth-Pritchett 2006, and Zeng and Zeng 2005), yet studies conducted in Middle Eastern countries are still quite limited (Abu-Jaber et al 2010;Haroun and Weshah 2009;Rababah 2012;Faour 2003).…”

“…Research studies conducted in countries that include China, Ecuador, England, Finland, Greece, Hungary, India, Jordan, South Korea, Taiwan, Singapore, and Turkey elucidate worldwide perspectives regarding teachers' beliefs toward DAP and have shown relationships between varied sociocultural aspects and educational systems in different nations and how teachers and educators may view DAP (Erdiller Akin and McMullen 2003;Hoot et al 1996;Hedge and Cassidy 2009;Hsieh 2004;Lin 2004;Liu 2007;Ting Tan and Rao 2017). Concomitant with the need to expand DAP research worldwide, a few studies have been conducted in the Middle East, particularly in Jordan (e.g., Abu-Jaber et al 2010, Haroun and Weshah 2009, and Rababah 2012, Lebanon (Faour 2003), and Oman (Mohamed and Al-Qaryouti 2016). Factors such as culture, religion, traditions, shared values, and beliefs shape teachers' perceptions about what are considered appropriate or inappropriate practices in how they teach in the classroom (Goldstein 2008;McMullen et al 2005;Pajares 1992;Penn 1998;Rababah 2012;Stephenson 1986).…”

Unpacking activities-based learning in kindergarten classrooms: Insights from teachers perspectives

“…Although, extensive academic research has explored preschool and kindergarten teachers" beliefs and practices regarding developmentally appropriate practices (DAP) (Charlesworth et al, 1993;Hyson et al, 1990;Hedge and Cassidy, 2009;Parker and NeuhartPrichett, 2009;Abu-Jaber et al, 2010;Sekellariou and Rentzou, 2011;Riojas-Cotex et al, 2013), much less research has investigated learning activities and how they support children"s development in kindergarten *Corresponding author. E-mail: annobilcharles2@gmail.com.…”