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