Preschool Teachers Beliefs, Practice and Challenges towards Developmentally Appropriate Practice in Preschools of Injibara Town

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.