Parental involvement and developmentally appropriate practices: a comparison of parent and teacher beliefs

The purpose of this study was to investigate the relationship between developmentally appropriate practices (DAP) and parental involvement beliefs of preschool teachers and the parents of preschool children. Data were collected from 279 teachers and 589 parents via a demographic information questionnaire, Teachers' Beliefs Scale [Jones, L. D., Burts, D. C., Buchanan, T. K., & Jambunathan, S. (2000). Beginning prekindergarten and kindergarten teachers' beliefs and practices: Supports and barriers to developmentally appropriate practices. Journal of Early Childhood Teacher Education, 21, 397-410]; Parents' Beliefs Scale [Yen, Y. (2008). Parents' beliefs about developmentally appropriate practice in early childhood programs in Taiwan (PhD thesis). Retrieved from ProQuest Dissertations and Theses database (UMI No.3352157)] and the School and Family Partnerships Questionnaire [Epstein, J. L., & Salinas, K. C. (1993). School and family partnerships: Surveys and summaries. Baltimore, MD: Center on School, Family, and Community Partnerships, John Hopkins University]. The results underline the relationship of parental involvement beliefs of teachers and parents with their DAP and Developmentally Inappropriate Practice (DIP) beliefs, as well as providing that DAP or DIP beliefs are not independent in their nature; they are influenced by parental involvement beliefs.


Developmentally appropriate practice and parental involvement in preschools parent and teacher perspectives
Demircan, Hasibe Özlem; Tantekin Erden, Feyza; Department of Elementary Education (2012)
The purpose of the study was to investigate the relationships among preschool teachers’ and preschoolers’ parents’ developmentally appropriate practice (DAP) and developmentally inappropriate practice (DIP) beliefs in relation to parental involvement attitudes and perceived parental involvement barriers. To reach to the purposes of the study, data were collected from 279 teachers and 589 parents via a demographic information questionnaire and two main data collection instruments. The demographic information...
Turkish preschool teachers' beliefs and practices related to two dimensions of developmentally appropriate classroom management
Şahin Sak, İkbal Tuba; Erden, Feyza; Durodola, Sharolyn (2018-01-01)
The purpose of this study was to describe to what extent four preschool teachers in Turkey have developmentally appropriate beliefs and practices related to two dimensions of classroom management. The participants of the study were four female teachers working in Ankara. The data of this study were collected through a demographic information protocol, interviews, classroom observations, and a document review. The findings of the study showed that preschool teachers' beliefs were closer to developmentally ap...
Coparenting and parent involvement in education: the mediating roles of motivational beliefs
Çetin, Mustafa; Demircan, Hasibe Özlen; Department of Elementary and Early Childhood Education (2020)
This study aimed to examine parent involvement in education in relation to the quality of coparenting relationship between preschoolers’ parents and their motivational beliefs regarding involvement in education. In line with the aim of the study, the explanatory correlational research design was adopted. The data of the study were gathered from 1,434 parents of preschoolers in Antalya, Turkey through multiple data collection instruments: namely, demographic information form, the Coparenting Relationship Sca...
Child-centred education: preschool teachers' beliefs and self-reported practices
Sak, Ramazan; Erden, Feyza; Morrison, George S. (2016-01-01)
This study analyses the beliefs and self-reported practices of preschool teachers with regard to the concept of child-centred education, as well as the consistency between these beliefs and practices. Data were collected via interviews with 20 female teachers employed in public preschools in Ankara, Turkey. The results indicated that the participants' beliefs and practices related to developmental domains were not consistent with child-centred education, whereas their beliefs and practices involving the phy...
Yiğit, Nur Banu; Erden, Feyza; Department of Early Childhood Education (2022-7)
The purpose of this study was to investigate the views and the classroom practices of early childhood teachers regarding behavioral problems in children with divorced parents. The participants were 15 early childhood teachers working in state early childhood education institutions in Duzce, Turkey. It was conducted as a phenomenology study within the scope of qualitative research method and data were collected through semi-structured interviews and observations. The findings revealed that teachers' content ...
Citation Formats
H. Ö. Demircan and F. Erden, “Parental involvement and developmentally appropriate practices: a comparison of parent and teacher beliefs,” EARLY CHILD DEVELOPMENT AND CARE, pp. 209–225, 2015, Accessed: 00, 2020. [Online]. Available: