Abstract:
Teachers’ beliefs are central to determining children’s optimal educational experiences.
However, some studies related to teachers’ beliefs yielded findings that rendered beliefs and
practices incongruous. Although the principles of developmentally appropriate practices that
synthesize theoretical and empirical research on child development have been adapted to
various contexts other than its original United States of America (USA) context,
developmentally appropriate practices remain contentious as to its relevance in these contexts.
What is appropriate for children’s education seems debatable, largely determined by social
expectations of childhood and children. Cultural diversity seems to be the new dispensation in
this discourse. Fundamentally, research on preschool teachers’ beliefs about developmentally
appropriate educational practices, adds to literature about cultural context variables in
preschool provision from different contexts.
