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Teacher preparation emphasizes application of foundational issues anchored in psychological, sociological and philosophical underpinnings. With such knowledge, teachers are expected to effectively organise the learning experiences of children accordingly. This study, therefore, sought to find out to what extend in-service teachers were able to organise learning experiences that are developmentally appropriate. The mixed methods approach guided this study, as it was informed by both thedoi:10.6084/m9.figshare.1453342.v1 fatcat:g63hdxw44rgrnagtnf5bumxob4