Jordanian early childhood teachers' beliefs regarding best practices utilizing developmentally appropriate/inappropriate practices as a benchmark

Abstract

The main objective of this study is to investigate the beliefs of early childhood teachers in Jordan regarding best practices using the Developmentally Appropriate Practice (DAP) and Developmentally Inappropriate Practice (DIP) frameworks. Additionally, the study aims to determine the influence of certain variables on teachers' beliefs regarding best practices. To achieve this objective, a questionnaire was developed and administered to 101 early childhood teachers in Jordan. The data collected was analyzed descriptively using means and standard deviations. The results of the study showed that early childhood teachers' beliefs about best practices were consistent with the DAP construct outlined by the National Association for the Education of Young Children (NAEYC). Similarly, their beliefs about lower-quality practices were in line with the DIP construct. However, the study also revealed that teachers still held positive beliefs about some traditional practices despite their potential to be developmentally inappropriate. Furthermore, the statistical analysis showed that there were no statistically significant differences in the beliefs of teachers regarding best practices based on their education level or teaching experience. Based on the results of the study, recommendations are made for decision makers and researchers to help them make informed decisions and develop effective professional development plans, which could help early childhood teachers in Jordan to implement DAP effectively. Overall, the findings of this study provide valuable insights that can be used to enhance early childhood education and improve the quality of teaching practices in Jordan.