Developmentally appropriate or developmentally inappropriate, that’s the question: perception of early childhood pre-service teachers at The University of Jordan

Abstract

This study examined perceptions of pre-service teachers at the university of Jordan towards Developmentally Appropriate Practices DAP. It also examined the influence of the demographic characteristics on their perceptions of DAP or DIP. A total of 189 pre-service teachers completed a survey questionnaire describing their demographic information and perceptions regarding their DAP using the TBS scale. Results indicated that pre-service teachers have high perception of DAP on the TBS scale. In addition, there was a statistical significance in DAP due to pre-service teachers’ practicum experience in favor to students with less experience. On the other hand, there was no statistical significance in DAP due to pre-service teachers’ age, college year, GPA nor academic major. Final result indicated that there was a significant difference in DIP due to pre-service teachers’ college year in favour of freshmen year. In the light of the findings of this study, some recommendations are presented.