Abstract
This study examined perceptions of pre-service teachers at the university of Jordan towards Developmentally Appropriate Practices DAP. It also examined the influence of the demographic characteristics on their perceptions of DAP or DIP. A total of 189 pre-service teachers completed a survey questionnaire describing their demographic information and perceptions regarding their DAP using the TBS scale. Results indicated that pre-service teachers have high perception of DAP on the TBS scale. In addition, there was a statistical significance in DAP due to pre-service teachers’ practicum experience in favor to students with less experience. On the other hand, there was no statistical significance in DAP due to pre-service teachers’ age, college year, GPA nor academic major. Final result indicated that there was a significant difference in DIP due to pre-service teachers’ college year in favour of freshmen year. In the light of the findings of this study, some recommendations are presented.
Highlights
Teachers’education is one of the most important indicators of high quality in early childhood education
This study examined perceptions of pre-service teachers at the university of Jordan towards Developmentally Appropriate Practices Developmentally appropriate practice (DAP)
Results indicated that pre-service teachers have high perception of DAP on the Teacher’s Beliefs Scale (TBS) scale
Summary
Teachers’education is one of the most important indicators of high quality in early childhood education. Teachers’education and pre-service early childhood teachers’ training programs at universities are very important for children’s well-being and development (Betawi, 2012; Kennedy & Heineke, 2014). When pre-service teachers’ master the knowledge and the skills they will provide a rich learning environment and experience for children that is developmentally appropriate for young children (Helm, Katz, & NAEYC, 2011). It is important for all educators to have an understanding of cognitive learning theories, but it is so for early childhood educators. An early childhood teacher who has a basic understanding of human development in general and child development in particular (Gauvain & Perez, 2015) is more likely to prepare, plan, and develop activities that are developmentally appropriate and best fit
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