The association between preschool teachers’ beliefs and practices about developmentally appropriate practices

Abstract

ABSTRACTThe purpose of this study was to explore whether preschool teachers’ self-reported beliefs could predict their self-reported practices about developmentally appropriate practices (DAP). A related purpose was to examine whether classroom size and teachers' experience are significant predictors of their self-reported beliefs and practices. A total of 264 preschool teachers completed the Teachers’ Beliefs Scale (TBS) and the Instructional Activities Scale (IAS). Most of the teachers endorsed beliefs about child-initiated learning beliefs and integrated/social/cultural curriculum. For self-reported practices, most of the teachers embraced broad integrated activities. Overall, low-to-moderate correlations were found among the TBS and IAS subscales. The hierarchical multiple linear regression analysis showed that teachers’ DAP beliefs (integrated/social–cultural curriculum and child-initiated learning) explained 13% of the variance in teachers’ self-reported practices. Also, teachers’ experience and classroom size were significant predictors of teachers’ practices.