Exploring beliefs among Chinese preschool teachers and their associations with perceived practices and process quality

Abstract

ABSTRACT This study delves into Chinese preschool teachers’ beliefs within a developmentally appropriate practice (DAP) framework, advocating for a more detailed understanding beyond traditional dichotomies. Using a person-centred approach, we analysed data from 202 preschool teachers in China to identify profiles of teachers’ beliefs, predictors of profile membership, and impacts on educational outcomes. Findings revealed three latent profiles: higher-level, moderate-level, and lower-level beliefs. Professional titles and years of experience were significantly associated with profile membership. Teachers with higher-level beliefs demonstrated superior perceived practices and process quality. They also reported higher scores for both DAP and developmentally inappropriate practice (DIP). This paradoxical finding suggests that certain practices traditionally viewed as developmentally inappropriate within Western educational contexts may be adapted or hold particular relevance in Chinese educational settings.