Child Care and Early Education Research Connections

Skip to main content

The association between preschool teachers' beliefs and practices about developmentally appropriate practices

Share
Description:
The purpose of this study was to explore whether preschool teachers' self-reported beliefs could predict their self-reported practices about developmentally appropriate practices (DAP). A related purpose was to examine whether classroom size and teachers' experience are significant predictors of their self-reported beliefs and practices. A total of 264 preschool teachers completed the Teachers' Beliefs Scale (TBS) and the Instructional Activities Scale (IAS). Most of the teachers endorsed beliefs about child-initiated learning beliefs and integrated/social/cultural curriculum. For self-reported practices, most of the teachers embraced broad integrated activities. Overall, low-to-moderate correlations were found among the TBS and IAS subscales. The hierarchical multiple linear regression analysis showed that teachers' DAP beliefs (integrated/social-cultural curriculum and child-initiated learning) explained 13% of the variance in teachers' self-reported practices. Also, teachers' experience and classroom size were significant predictors of teachers' practices. (author abstract)
Resource Type:
Reports & Papers
Country:
Oman

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Urban preschool teachers’ nutrition beliefs, mealtime practices, and associations with training

The impact of Child Development Associate training on the beliefs and practices of preschool teachers

Toddler and preschool teachers’ beliefs and perceptions about the use of developmentally appropriate practice

Release: 'v1.16.1' | Built: 2022-09-26 15:52:06 EDT