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Kindergarten Teachers’ Beliefs Toward Developmentally Appropriate Practice in Jordan

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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.

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Authors and Affiliations

  1. Instructional Systems Technology/Educational Psychology, Indiana University, Bloomington, IN, USA

    Majed Abu-Jaber

  2. Department of Educational Sciences, Petra University, Amman, Jordan

    Aseel Al-Shawareb & Eman Gheith

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  1. Majed Abu-Jaber
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  2. Aseel Al-Shawareb
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  3. Eman Gheith
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Correspondence to Majed Abu-Jaber.

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Abu-Jaber, M., Al-Shawareb, A. & Gheith, E. Kindergarten Teachers’ Beliefs Toward Developmentally Appropriate Practice in Jordan. Early Childhood Educ J 38, 65–74 (2010). https://doi.org/10.1007/s10643-010-0379-z

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