Teachers’ beliefs about developmentally appropriate practices in Saudi Arabia

• Published in: International journal of child care and education policy (Seoul) 2019-11, Vol.13 (1), p.1-16, Article 8
• Main Authors: Alghamdi, Ahlam A., Ernest, James M.
• Format: Article
• Language: English
• Subjects: Arabs; Beliefs; Best Practices; Child development; Childhood; Children; Correlation; Cultural Differences; Developmentally Appropriate Practices; Early Childhood Education; Early Childhood Teachers; Education; Educational Policy and Politics; Factor Analysis; Foreign Countries; Guidelines; Preschool Education; Preschool Teachers; Q Methodology; Teacher Attitudes; Teachers; Teaching Methods; Young Children
• ISSN: 1976-5681; 2288-6729; 2288-6729
• DOI: 10.1186/s40723-019-0064-7

Since the first release of NAEYC’s guidelines, DAP has received a lot of attention from childhood professionals in the United States. Internationally, many countries have also shown a growing interest regarding DAP, yet interest in DAP is new to the Saudi educators. Thus, the purpose of this study was to explore preschool teachers’ subjective beliefs toward NAEYC’s guidelines of DAP in Saudi Arabia, one of the most conservative Middle Eastern countries. Q Methodology, as a mixed methods approach, was used to study 37 preschool teachers randomly selected from five preschools in Mecca city. The participants sorted 50 cards with examples of DAP and developmentally inappropriate practice (DIP) or “In Contrast” statements which represented perceived importance of the practice to the sorter. To analyze the data, a Principal Component Analysis (PCA) with Varimax rotation indicated four main components regarding the beliefs of Saudi preschool teachers as they relate to DAP’s guidelines. Each component represents a unique perspective (viewpoint) on how Saudi preschool teachers view DAP and contrasting items based on their subjective points of view. The four main perspectives that emerged from the analysis show a dominance consensus among perspectives that fit equitably within the DAP framework regarding the best practice of early childhood education. Findings from this study provide evidence that many aspects of developmentally appropriate practice can be appropriate in different cultures and countries.