Developmentally Appropriate Practices (DAP) constitute a foundational framework in early childhood education, advocating for instructional approaches that are congruent with children's developmental stages, individual characteristics, and sociocultural contexts (Jumiaan et al., 2020; NAEYC, 2009; Paro et al., 2024). A critical component of DAP is the implementation of inclusive education, which aims to create learning environments where all children, not only those with diagnosed special needs, can achieve their full potential and cultivate a sense of belonging (Kostelnik et al., 2019). The increasing diversity in contemporary classrooms, stemming from varied socioeconomic backgrounds, temperaments, learning styles, and developmental needs, necessitates that educators move beyond a one-size-fits-all pedagogical approach.

Effective inclusion requires teachers to adopt a responsive pedagogy to all, differentiating instruction through the adaptation of the physical environment, curriculum content, learning processes, and assessment methods (Bredekamp, 2015). This involves a proactive, response-to-intervention approach, where teachers identify and support children who may be lagging behind their peers without undue delay. Foundational to this process is the teacher's ability to accurately observe and assess children's unique interests, strengths, and areas requiring support (Boat et al., 2010). Empirical research suggests that the implementation of differentiated learning strategies not only facilitates effective classroom management but also mitigates challenging behaviors by fostering an inclusive atmosphere (Conti-Ramsden & Botting, 2004). Furthermore, establishing robust collaborations with families, who serve as a child's first educators, is integral to understanding and supporting individual differences (Bredekamp, 2015).

Despite the theoretical emphasis on individualization within early childhood education literature, a discernible gap often exists between espoused principles and enacted practices. This study, therefore, aims to investigate the perceptions and practices of preschool teachers concerning individual differences within their classrooms. The following research questions guide this inquiry:

1.     What are the prevailing perspectives of preschool teachers regarding individual differences?

2.     What specific practices do preschool teachers implement to address individual differences?

3.     What are preschool teachers' perspectives on and experiences with collaboration to support children's individual differences?

This study employed a basic qualitative research design to gain an in-depth understanding of teachers' perspectives and practices. Participants were selected using a criterion-based purposive sampling method (Fraenkel et al., 2015; Merriam, 2009). The primary criterion for inclusion was being a permanently employed preschool teacher in a public kindergarten under the Ministry of National Education, as these institutions adhere to a national curriculum and typically feature larger, more diverse student populations, thereby providing a rich context for examining individual differences. Data were collected through a demographic information form and semi-structured interviews. The interview protocol was developed by the researchers, drawing upon established literature in Developmentally Appropriate Practice and effective early childhood education, and was subsequently refined based on expert feedback. Data analysis was conducted using content analysis, a systematic process of coding and categorizing data to identify recurring patterns and themes (Merriam, 2009). The transcribed interviews were read repeatedly by the research team to generate codes, which were then organized into broader categories and themes aligned with the research questions. To ensure the trustworthiness of the findings, several measures were employed: expert consultation on the analysis process, the development of a detailed coding manual with explicit definitions, and the calculation of co-coder agreement to establish inter-rater reliability. Ethical approval was secured from the University Ethics Review Board prior to data collection. All participants were fully informed about the study's purpose and procedures and provided informed consent. Confidentiality was maintained through the use of pseudonyms.

The findings reveal a nuanced yet constrained understanding of individual differences among participating teachers. While participants demonstrated a multidimensional perspective, their definitions were predominantly framed around children with diagnosed special needs or developmental delays. Perceptions of individual differences among typically developing children were comparatively limited, though factors such as family background, socioeconomic status, developmental variations, interests, and temperament were acknowledged as sources of diversity. Teachers recognized the critical role of assessment in identifying these differences but reported significant limitations in their utilization of evidence-based assessment tools, while concurrently valuing early recognition for its potential to facilitate timely intervention. Regarding pedagogical practices, teachers identified observation during play as their primary method for understanding children's individual differences including developmental needs. They reported employing various individualized strategies, including peer support, role-modeling, and one-on-one instruction. However, they also expressed significant challenges in implementing these practices consistently, often feeling compelled to prioritize the general classroom level over individualized attention, particularly for children with special needs or behavioral disorders. While teachers attempted physical and environmental adaptations to foster an classroom environment for all needs, they frequently perceived their efforts as insufficient. In the context of collaboration, teachers unanimously affirmed the importance of partnering with families and specialists. They reported that successful collaboration with families led to effective, co-created solutions that benefited the child. Conversely, they perceived their efforts as impeded when families were resistant to acknowledging their child's developmental differences. A recurring theme was the expressed need for greater support from both specialists and families, with teachers highlighting a need for parent education while also voicing concerns about excessive administrative paperwork and the potential for misdiagnosis. These findings underscore the complexities teachers face in translating the principles of inclusive education into consistent practice and highlight the need for enhanced systemic support, professional development, and inter-professional collaboration.

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