In a groundbreaking exploration of early childhood education, researchers G.U. Çakın and R. Sak have delved deeply into preschool teachers’ beliefs regarding developmentally appropriate practices (DAP) and their influence on children’s self-regulation skills within classroom settings. Their work, recently published in the International Conference on Early Childhood Education Proceedings (ICEP), volume 19, presents compelling evidence that teachers’ perceptions and educational philosophies have critical implications for fostering self-regulation among preschoolers, a fundamental skill linked to later academic success and social competence.
Self-regulation, the ability to control one’s behavior, emotions, and thoughts in pursuit of long-term goals, is a keystone in childhood development that aids in emotional resilience and cognitive flexibility. Çakın and Sak’s study painstakingly documents the nuances in teacher beliefs that either promote or hinder environments conducive to nurturing these essential skills. Their research reflects a sophisticated intersection of developmental psychology and pedagogical theory, challenging educational stakeholders to reconsider teacher training and curriculum design at the earliest stages of formal education.
At the core of this research lies the concept of Developmentally Appropriate Practice, a framework emphasizing teaching strategies and curricular design tailored to the developmental stage of the child. Çakın and Sak illustrate that when preschool educators deeply understand and embrace DAP principles, children demonstrate significantly enhanced self-regulation abilities. Conversely, classrooms where teacher beliefs skew towards more rigid, less child-centered approaches often report weaker self-regulatory outcomes. This dichotomy is a critical insight for policymakers and educational leaders aiming to optimize early childhood education.
The study utilized a robust qualitative methodology, combining in-depth interviews with preschool teachers and extensive classroom observations across diverse socio-economic settings. This methodological rigor permitted the investigators to capture the intricate landscape of teacher beliefs, revealing that these beliefs are not monolithic but exist on a continuum influenced by cultural, institutional, and individual factors. The researchers revealed that teacher beliefs directly shape the strategies employed to manage behavior, scaffold learning, and design classroom interactions, all of which dynamically influence children’s capacity for self-regulation.
One of the more salient findings relates to how teacher stress and classroom management philosophies interact with developmental frameworks. Çakın and Sak highlight that high-stress environments, often exacerbated by inadequate support and large class sizes, compel teachers to revert to more authoritarian practices that suppress rather than support self-regulatory skill development. This underscores a systemic issue: without addressing structural challenges in educational settings, the aspirations of developmentally appropriate practice may remain unfulfilled.
Furthermore, the research elucidates the pivotal role of reflective practice in teacher development. Teachers who actively reflect on their beliefs and remain open to adapting their approaches tend to establish more nurturing environments that encourage autonomy and self-regulation in children. This finding suggests that ongoing professional development should incorporate reflective components, enabling teachers to critically assess and evolve their pedagogical assumptions in alignment with best practices.
Çakın and Sak also underscore the importance of socio-cultural context in shaping teacher beliefs. Their data indicate that cultural values around obedience, independence, and authority heavily color educators’ interpretations of developmentally appropriate practice. For example, educators from more collectivist cultures may emphasize group harmony and compliance, inadvertently diminishing opportunities for children to exercise self-regulatory decision-making. Understanding these cultural dimensions is essential for designing interventions that respect local values while promoting optimal developmental outcomes.
In their discussion, the authors advocate for integrative policy approaches that concurrently address teacher education, working conditions, and curricular frameworks. By embedding developmentally appropriate practice into the foundational ethos of teacher training programs, education systems can equip teachers with both the knowledge and the mindset required to nurture self-regulation. The study’s implications extend beyond individual classrooms, calling for systemic reform that prioritizes early learning environments as crucial venues for lifelong skill acquisition.
This research provides a compelling argument for reframing early childhood education not merely as a preparatory stage for academic content but as a critical period for socio-emotional and executive function development. Self-regulation, they argue, is the underpinning skill set that enables children to thrive cognitively and socially. Therefore, teachers’ beliefs about how best to facilitate this skill must be scrutinized and cultivated with the same rigor applied to other educational outcomes.
Additionally, Çakın and Sak identify key barriers that impede effective implementation of developmentally appropriate practice. These include a lack of consensus on what constitutes appropriate practice, insufficient professional resources, and varying expectations from parents and administrators. By delineating these obstacles, the study provides a roadmap for stakeholders seeking to design targeted interventions that enhance teacher efficacy and child outcomes.
The researchers’ nuanced approach bridges theory and practice, linking the abstract principles of developmental psychology with tangible classroom dynamics. This translational aspect elevates the discourse around early childhood education, presenting it as a complex, multifaceted domain that demands interdisciplinary collaboration. Their findings resonate profoundly in an era where emotional intelligence and self-regulation are increasingly recognized as predictors of lifelong success.
Importantly, the study also touches upon the potential of pedagogical innovation fueled by teacher beliefs. Çakın and Sak propose that embracing inquiry-based, child-led learning activities aligns with developmentally appropriate practice and naturally cultivates self-regulation. They argue for the inclusion of such pedagogies in curricula, supported by evidence demonstrating that when children control their learning pace and choices, they are more motivated and adept at managing impulses and emotions.
A transformative aspect of this research is its focus on agency—both teacher agency in shaping learning environments and child agency in developing actionable self-regulation skills. By highlighting how these two forms of agency interplay, the authors invite educators to reconceptualize classrooms not only as centers for instruction but as dynamic spaces for mutual growth and development.
The innovative methodologies employed also suggest future research pathways. By integrating longitudinal designs and incorporating neurodevelopmental measures, subsequent studies could deepen understanding of how teacher beliefs concretely influence the trajectory of self-regulation development. Çakın and Sak lay a strong foundation for such interdisciplinary inquiries that could ultimately inform global educational standards.
Finally, this study arrives at a critical juncture when digital media and external environmental pressures challenge traditional education paradigms. By reaffirming the foundational importance of teacher beliefs and developmentally appropriate practices, it serves as a clarion call to educators, policymakers, and researchers to prioritize the human elements at the heart of early education. The transformative potential of supporting preschool teachers in fostering self-regulation in their students cannot be overstated—it is an investment in the future cognitive and emotional wellbeing of society.
Subject of Research: Preschool teachers’ beliefs related to developmentally appropriate practice and self-regulation skills of children in their classrooms.
Article Title: Investigation of preschool teachers’ beliefs related to developmentally appropriate practice and self-regulation skills of children in their classrooms.
Article References:
Çakın, G.U., Sak, R. Investigation of preschool teachers’ beliefs related to developmentally appropriate practice and self-regulation skills of children in their classrooms. ICEP 19, 20 (2025). https://doi.org/10.1186/s40723-025-00160-3
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