Abstract:
The study was intended to examine preschool teacher’s beliefs, practice and challenges towards
developmentally appropriate practice in preschools of Injibara town. To achieve this objective,
descriptive survey design was employed. All 15 government and private preschools were the
sample of the study. Data was collected from all 132 preschool teachers through questionnaire
and 15 experienced kindergarten teachers through interview. The quantitative data obtained from
questionnaires were analyzed using descriptive statistics like percentage, frequency, mean and
standard deviation. On the other hand, the qualitative data obtained from interview were analyzed
through a narrative form. The result of the present study revealed that preschool teachers have
high beliefs towards developmentally appropriate practice with the aggregate mean of score (M
=3.56, SD =.962). The results also showed that preschool teachers DAP practice significantly
greater (M= 3.794, SD= .348) than the expected mean (M=3) with t- value=26.182, with 131
degree of freedom and at p=0.000. Shortage of materials and resources, lack of comfortable
environment in the schools, lack of benefits related to the profession and low perception of
societies towards early childhood care and education professionals and teachers were the major
challenges identified in the study that hinder the implementation of developmentally appropriate
practice. Finally it was concluded that preschool teachers have high level of perception towards
developmentally appropriate practice and good level of practice towards developmentally
appropriate practice. To this end, it is recommended that regional education bureau, Injibara
town administration education office and the concerned bodies working collaboratively and better
to provide developmentally appropriate equipment, materials and well prepared and organized
learning environment.
