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

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.