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Preschool Teachers' Role and Beliefs about Developmentally Appropriate Practice: A Systematic Literature Review

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Title: Preschool Teachers' Role and Beliefs about Developmentally Appropriate Practice: A Systematic Literature Review
Language: English
Authors: Misahun Shumetu Taye, Fituma Yadasa Kana, Tesema Regassa Jekil
Source: Center for Educational Policy Studies Journal. 2025 15(3):145-166.
Availability: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Education Level: Early Childhood Education
Preschool Education
Descriptors: Literature Reviews, Preschool Teachers, Early Childhood Education, Teacher Attitudes, Beliefs, Teacher Role, Developmentally Appropriate Practices, Teaching Methods, Influences
ISSN: 1855-9719
2232-2647
Abstract: This systematic literature review has examined the various functions assumed by preschool educators in promoting developmentally appropriate practice, the differing beliefs held by preschool teachers concerning it, and the factors that influence the beliefs and perceptions of preschool teachers about it. To carry out this review, a comprehensive search strategy was employed across different databases to identify relevant studies published between 2010 and 2023. The inclusion criteria comprised studies that focused on the role and beliefs of preschool teachers in promoting developmentally appropriate practice. The review includes a total of 14 studies. The results indicate that preschool teachers play different roles in promoting developmentally appropriate practice, such as creating a safe and supportive learning environment, providing diverse learning experiences customised to the specific needs and interests of each child, working in collaboration with families to ensure that children receive the necessary support at home, and advocating for the needs of young children and their families. The beliefs of preschool teachers regarding developmentally appropriate practice are attributed to various factors, including their personal experiences as learners, their training and professional development, the culture of the preschool or school where they work, and the availability of resources and support to implement developmentally appropriate practice. The findings highlight the importance of preschool teachers having a strong comprehension of developmentally appropriate practice and being able to implement it effectively in their classrooms. Moreover, it is crucial to provide preschool teachers with professional development opportunities that can enhance their beliefs about developmentally appropriate practice and help them learn how to implement it effectively.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1484608
Database: ERIC
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  Data: Preschool Teachers' Role and Beliefs about Developmentally Appropriate Practice: A Systematic Literature Review
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  Data: <searchLink fieldCode="AR" term="%22Misahun+Shumetu+Taye%22">Misahun Shumetu Taye</searchLink><br /><searchLink fieldCode="AR" term="%22Fituma+Yadasa+Kana%22">Fituma Yadasa Kana</searchLink><br /><searchLink fieldCode="AR" term="%22Tesema+Regassa+Jekil%22">Tesema Regassa Jekil</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Center+for+Educational+Policy+Studies+Journal%22"><i>Center for Educational Policy Studies Journal</i></searchLink>. 2025 15(3):145-166.
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  Data: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Developmentally+Appropriate+Practices%22">Developmentally Appropriate Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink>
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  Data: 1855-9719<br />2232-2647
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  Data: This systematic literature review has examined the various functions assumed by preschool educators in promoting developmentally appropriate practice, the differing beliefs held by preschool teachers concerning it, and the factors that influence the beliefs and perceptions of preschool teachers about it. To carry out this review, a comprehensive search strategy was employed across different databases to identify relevant studies published between 2010 and 2023. The inclusion criteria comprised studies that focused on the role and beliefs of preschool teachers in promoting developmentally appropriate practice. The review includes a total of 14 studies. The results indicate that preschool teachers play different roles in promoting developmentally appropriate practice, such as creating a safe and supportive learning environment, providing diverse learning experiences customised to the specific needs and interests of each child, working in collaboration with families to ensure that children receive the necessary support at home, and advocating for the needs of young children and their families. The beliefs of preschool teachers regarding developmentally appropriate practice are attributed to various factors, including their personal experiences as learners, their training and professional development, the culture of the preschool or school where they work, and the availability of resources and support to implement developmentally appropriate practice. The findings highlight the importance of preschool teachers having a strong comprehension of developmentally appropriate practice and being able to implement it effectively in their classrooms. Moreover, it is crucial to provide preschool teachers with professional development opportunities that can enhance their beliefs about developmentally appropriate practice and help them learn how to implement it effectively.
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      – Text: English
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        PageCount: 22
        StartPage: 145
    Subjects:
      – SubjectFull: Literature Reviews
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Developmentally Appropriate Practices
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Influences
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      – TitleFull: Preschool Teachers' Role and Beliefs about Developmentally Appropriate Practice: A Systematic Literature Review
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