Abstract
This study is an effort to understand the beliefs of Turkish preservice early childhood teachers regarding developmentally appropriate practices, which is a widely accepted philosophy in the United States upon which “best practices” in curriculum and instruction are built, and which has had a great deal of influence upon beliefs and practices throughout the world in recent years. The participants of the study included 507 preservice teachers enrolled in the early childhood education programs of five universities (four public and one private) located in Ankara, Turkey. Findings suggest that Turkish preservice teachers' beliefs are closer to the child-centered end of the teacher-directed versus child-centered continuum, and that there is no significant difference between preservice teachers' self-reported beliefs based on their personal and educational characteristics. Findings are discussed in terms of teacher education practices.
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