Understanding how children think and interact with the world around them leads to the creation of educational practices deemed developmentally appropriate (Bredekamp, ​​​​2014). Effective teaching in kindergarten classrooms has its roots in cognitive learning theories in which development refers to “cognitive changes over time” (Abu-Jaber, AL-Shawareb, & Gheith, 2010). These practices became a cornerstone of preschool, first within Froebel's Institute of Play and Activity, and then around the world as more and more preschools were established . Similarly, American kindergartens have the principles of learning through play and discovery as a cornerstone of their practices (Brosterman 2014). Discovery learning has its roots in the philosophy of Jean Jacques Rousseau, who believed that knowledge cannot be forced; rather, children must be allowed to develop naturally and enjoy the early years of their lives before they are ready for formal education (Macdonald, Rudkowski, & Schärer, 2013). DAP encompasses Rousseau's beliefs and relates to various areas of children's development from birth to eight years of age (Kim, 2011). Consistent with this idea, proponents of early childhood education form the cornerstone of what is considered appropriate practice when creating an educational environment for young children. Provide an environment conducive to optimal learning, an environment in which children can develop