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Fourteen studies were included. Results show teachers contribute through supportive learning environments, tailored learning experiences, collaboration with families, and advocacy; beliefs are linked to personal learning experiences, training and professional development, preschool or school culture, and resource availability. 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\nDOI: [https://doi.org/10.26529/cepsj.1693](https://doi.org/10.26529/cepsj.1693)  \nPreschool Teachers’ Role and Beliefs about Developmentally Appropriate Practice: A Systematic Literature Review  \nMisahun Shumetu Taye*1, Fituma Yadasa Kana2 and Tesema Regassa Jekil3  \n• This systematic literature review has examined the various functions assumed by preschool educators in promoting developmentally appropriate practice, the differing beliefs held by preschool teachers concerning it, and the factors that influence the beliefs and perceptions of preschool teachers about it. To carry out this review, a comprehensive search strategy was employed across different databases to identify relevant studies published between 2010 and 2023. The inclusion criteria comprised studies that focused on the role and beliefs of preschool teachers in promoting developmentally appropriate practice. The review includes a total of 14 studies. The results indicate that preschool teachers play different roles in promoting developmentally appropriate practice, such as creating a safe and supportive learning environment, providing diverse learning experiences customised to the specific needs and interests of each child, working in collaboration with families to ensure that children receive the necessary support at home, and advocating for the needs of young children and their families. The beliefs of preschool teachers regarding developmentally appropriate practice are attributed to various factors, including their personal experiences as learners, their training and professional development, the culture of the preschool or school where they work, and the availability of resources and support to implement developmentally appropriate practice. The findings highlight the importance of preschool teachers having a strong comprehension of developmentally appropriate practice and being able to implement it effectively in their classrooms. Moreover, it is crucial to provide preschool teachers with professional development opportunities that can enhance their beliefs about developmentally appropriate practice and help them learn how to implement it effectively.  \nKeywords: developmentally appropriate practice, early childhood education, preschool teachers, teachers’ beliefs, teachers’ role  \n1 *Corresponding Author. PhD student at College of Education and Behavioural Sciences, Haramaya University, Ethiopia; [misahunshumetu@hu.edu.et](misahunshumetu@hu.edu.et).  \n2 PhD student at College of Education and Behavioural Sciences, Haramaya University, Ethiopia.  \n3 College of Education and Behavioral Sciences, Haramaya University, Ethiopia.  \nVloga in prepričanja vzgojiteljev o razvojno primernipraksi: sistematični pregled literature  \nMisahun Shumetu Taye, Fituma Yadasa Kana in Tesema Regassa Jekil  \n• V tem sistematičnem pregledu literature so bili obravnavani: različnenaloge, ki jih imajo vzgojitelji pri spodbujanju razvojno primerne prakse, različna prepričanja vzgojiteljev o njej ter dejavniki, ki vplivajo na prepričanja in zaznave vzgojiteljev o njej. Za izvedbo tega pregleda jebila uporabljena obsežna iskalna strategija v različnih podatkovnih zbirkah, da bi našli ustrezne študije, objavljene med letoma 2010 in 2023. Merila za vključitev so zajemala študije, ki so se osredinjale na vlogo in prepričanja vzgojiteljev pri spodbujanju razvojno primerne prakse. V pregled je bilo vključenih skupno 14 študij. Izsledki kažejo, da imajo vzgojitelji pri spodbujanju razvojno primerne prakse različne vloge, kot so: ustvarjanje varnega in spodbudnega učnega okolja, zagotavljanjeraznolikih učnih izkušenj, prilagojenih specifičnim potrebam in interesom vsakega otroka, sodelovanje z družinami, da bi otrokom zagotovili potrebno podporo doma, ter zagovarjanje potreb majhnih otrokin njihovih družin. Prepričanja vzgojiteljev o razvojno primerni praksi pripisujemo razl","cbCaivDiGtWNZyvd","https://ap.wps.com/l/cbCaivDiGtWNZyvd","pdf",269709,22,"English","# Introduction\n## Preschool teachers’ roles and beliefs\n## Factors influencing teachers’ perceptions","[{\"question\":\"What does the systematic literature review investigate about preschool teachers?\",\"answer\":\"It examines the roles preschool educators play in promoting developmentally appropriate practice and the beliefs preschool teachers hold about it.\"},{\"question\":\"How were studies selected for the review?\",\"answer\":\"A comprehensive search strategy across different databases identified studies published between 2010 and 2023, using inclusion criteria focused on preschool teachers’ roles and beliefs.\"},{\"question\":\"What factors influence preschool teachers’ beliefs about developmentally appropriate practice?\",\"answer\":\"The review attributes beliefs to personal learning experiences, training and professional development, the culture of the preschool or school, and availability of resources and support.\"}]","Preschool Teachers’ Role and Beliefs about Developmentally Appropriate Practice - A Systematic Literature Review | PDF",1792087024,55]