Transitional kindergarten: an opportunity to explore the intersection between early childhood and kindergarten practice

Early childhood educators are concerned about a ‘shovedown’ of elementary school expectations, standards, and curriculum on to young children due to policy-makers’ moves towards utilising preschool programmes to address disparities in academic achievement. This study employs interviews and classroom observations to contrast the perspectives of two transitional kindergarten (TK) teachers – one a former preschool teacher and one a former kindergarten teacher – to understand how they adapted practices from both early childhood and elementary education to support their students’ development in TK. Key intersections include (1) developing both self-regulation and academic skills, (2) exposing students to kindergarten standards rather than teaching to mastery and (3) differentiating expectations to match children's development and interests. The study suggests that TK, operating in the hybrid space between preschool and kindergarten, has the potential to ‘push up’ child-centred practices of early childhood educators into primary grades.     

Supporting change in a school district's early childhood programs: A story of growth

Public school early childhood programs are increasingly being scrutinized as to whether their practices are developmentally appropriate. The Turner Project was initiated at the invitation of 14 early childhood teachers and their assistant superintendent, to assist them in rethinking the school district's early childhood programs. From a research perspective, the Project was conceptualized as an opportunity to explore the process of educational change. This paper describes the implementation process developed for the Turner Project and the elements believed to be accountable for the evolution of 14 early childhood classrooms into more meaningful environments for teaching and learning.     

The use of a developmental continuum in early childhood clinical experiences: building preservice teachers’ knowledge of cognitive development

The quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments and therefore they need appropriate professional preparation. The purpose of this study was to describe the ways in which early childhood preservice teachers learn about children’s cognitive development and developmentally appropriate pedagogical practices at three select universities. Participants included preservice teachers and faculty members. The researcher collected and analysed data from interviews, documents, and surveys. Participants from this study proposed preservice teachers gained knowledge about children’s cognitive development as well as learned how to use this knowledge in their pedagogical practices by participating in clinical experiences that targeted a developmental continuum approach.     

Greek pre-service kindergarten teachers’ beliefs about and practices of developmentally appropriate practices in early childhood education

The continuum of beliefs reported by Greek pre-service kindergarten teachers and how those beliefs relate to classroom practices are explored in this article. Considering the potentially important influence of teachers’ beliefs on their practices, the level of early childhood teachers’ beliefs about developmentally appropriate practices (DAPs) and the relationship between their beliefs and practices are regarded as important topics of study in early childhood education. This study was designed in order to investigate Greek pre-service kindergarten teachers’ self-reported beliefs and practices related to the National Association for the Education of Young Children’s policy statement for DAP. Research results indicated that participants favour DAP both as far as their beliefs and the instructional activities they implement are concerned. Even though the analysis indicated correlations among DAP and developmentally inappropriate practice (DIP) beliefs and practices, beliefs have not been found to predict practices.     

The influence of early childhood teacher certification on kindergarten and first-grade students’ academic outcomes

There is considerable variation in state policies related to the certification required for teachers in kindergarten and first grade, and relatively little is known about these policies’ effects on student learning. This study considers whether children who have kindergarten and first-grade teachers with certification in early childhood education (ECE) experience greater gains in reading and math compared to children whose teachers have only elementary education certification, using data from the Early Childhood Longitudinal Study–Kindergarten cohort (ECLS-K). Results suggest that the ECE certification of the kindergarten has a small, positive effect on children’s academic gains. Implications and future directions for research and policy are discussed based on the findings.     

Kindergarten children's perspectives on play and learning

Practitioners in play-based learning contexts face the challenge of developing developmentally appropriate practices while meeting rigorous academic curriculum standards. To date, play and academic learning have been predominantly conceptualized from an adult perspective. Considering that children are key agents in classroom play contexts, it is important to understand their views on play and learning. The purpose of this study was to explore children’s perspectives on the connectedness between play and learning and understand whether their views are related to the play types observed in their classrooms. Photo elicitation interviews were conducted with 134 kindergarten students and 10 hours of observation were held in each of the 10 classrooms. Results indicate that children’s understanding of the connectedness between play and academic learning were related to teacher presence in play and the types of play environments available in their classrooms. Implications for practitioners and researchers alike are discussed.     

Maintaining developmentally appropriate literacy practices in standardized classrooms: a Freirean framed review of the literature

Scholars [e.g., Carlsson-Paige, N., McLaughlin, G., & Almon, J. (2015). Reading instruction in kindergarten: Little to gain and much to lose. Retrieved December 11, 2015, from https://www.sarahlawrence.edu/cdi/media/pdf/ReadinginKindergartenreport.pdf] warn that outcome-oriented, kindergarten, literacy standards may encourage an overreliance on didactic methods at the expense of child-centered practices. Such an overreliance can limit curiosity and decrease feelings of competence [Haberman, M. (2010). 11 consequences of failing to address the ‘Pedagogy of Poverty’. Phi Delta Kappan, 92(2), 45–46]. This review investigates the intersection of DAP [Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: National Association for the Education of Young Children.] and literacy standards in an effort to better support educators striving to address both. Additionally, the theoretical lens of Paulo Freire is invoked to buttress the notion of DAP as fundamental to kindergarten literacy instruction.     

Cypriot pre-service kindergarten teachers' beliefs about and practices of developmentally appropriate practices in early childhood education

Beliefs are said to affect the pedagogical practice one employs. Considering the potentially important influence of teachers' beliefs on their practices, the level of early childhood teachers' beliefs about developmentally appropriate practice (DAP) and the relationship between their beliefs and practices are regarded as important topics of study in early childhood education (ECE). This study was designed in order to examine Cypriot pre-service kindergarten teachers' self-reported beliefs and practices related to the National Association for the Education of Young Children's (NAEYC) policy statement for DAPs. DAP is widely endorsed by early childhood education and care professionals in the USA and is assumed to have far-reaching impact on curricular beliefs and practices throughout the world. Research results indicated that Cypriot students endorse DAPs more in their philosophy than in their classroom practices. Further substantiating previous research results, the present data suggest that students' beliefs predict their practices.     

Classroom academic and social context: relationships among emergent literacy,behavioural functioning and teacher curriculum goals in kindergarten

The teaching beliefs and classroom practices of 54 kindergarten teachers were assessed using a Q‐sort measure. Cluster analysis of the Q‐sort responses revealed four instructional approaches that differed in their focus on literacy skills, social development and self‐esteem. In addition, measures of emergent literacy skills, classroom behaviour and peer relationships were obtained for 162 low‐income children attending these kindergarten classrooms. Children in classrooms emphasising emergent literacy skills demonstrated greater mastery of such skills than did children in classrooms emphasising social development. Moreover, literacy skill‐focused teachers also reported fewer disruptive behaviour and peer problems among these children. These findings highlight the importance of integrating an emphasis on emergent literacy development into kindergarten curricula for promoting literacy development among low‐income children, and also suggest that children’s rates of problem behaviour may vary under different curricular approaches.     

Korean Teachers' Beliefs and Teaching Practices in Korean Early Childhood Education

The purpose of this study was to examine the beliefs and practices of early childhood teachers in Korea. 54 child care teachers, 58 private kindergarten teachers and 45 public kindergarten teachers participated in this study. The Teacher Questionnaire was adapted for the Korean situation using both Korean and American early childhood education experts to determine cultural appropriateness of items (i.e., a back translation procedure) and grammatical accuracy. Results indicated that public kindergarten teachers had more academic preparation and teaching experiences than other teachers. Public kindergarten teachers reported implementing significantly more appropriate teaching practics and fewer inappropriate practices in their classrooms than other teachers. There was a trend for all teachers who reported nondirective teaching strategy beliefs to use fewer inappropriate teaching practices; however, child care teachers used more inappropriate teaching strategies than other teachers.     

Early parenting beliefs and academic achievement: the mediating role of language

Studies have demonstrated the association between parenting style and children's academic achievement, but the specific mechanisms underlying this relationship remain unclear. The development of skills that lay the foundation for academic success might be found in early parent–child interactions that foster language competence. Early negative parenting beliefs, characterised by a lack of reciprocal parent–child interactions may put a child's developing language at risk, which then compromises a child's subsequent academic success. The present study investigated this idea by using longitudinal data and structural equation modelling on a sample of 1364 children at 1 month and 36 months and in kindergarten and grade 1 (National Institute of Child Health and Human Development study of Early Child Care and Youth Development). Authoritarian beliefs were measured at 1 month and in grade 1. Language competence was measured at 36 months and in kindergarten, and academic achievement in kindergarten and grade 1. We found that children's language functioning at 36 months fully mediates the association between early negative parenting beliefs and children's subsequent academic achievement.     

The role of the educational leader in long day care – how do they perceive their role?

National reforms introduced into the early childhood education and care sector across Australia have created a requirement for each service to appoint an ‘educational’ leader to provide curriculum direction to ensure that children achieve quality care and education to lead to positive outcomes. Leadership in the early childhood has often been contested and complex, but the addition of a new leadership for building pedagogy and practice has created additional complexities. This paper reports the findings of a small-scale qualitative research study investigating how a small number of educational leaders working in long day care settings in urban Australia perceive their role. The study identified that these educational leaders came to the position unwillingly and felt poorly prepared and supported to meet the challenges presented.     

Comparing beliefs about and practices of developmentally appropriate practices among Greek and Cypriot pre-service kindergarten teachers

Considering the potentially important influence of teachers' beliefs on their practices, the purpose of the present study was to examine what, if anything, pre-service kindergarten teachers from Greece and Cyprus had in common in terms of self-reported beliefs and self-reported practices related to the National Association for the Education of Young Children's policy statement for developmentally appropriate practices. Pearson correlations and one-way analysis of variance were used to compare overall mean scores for beliefs measured by the Teachers Beliefs Scale to those of practices measured by the Instructional Activities Scale. Research analyses revealed both similarities and differences as far as Cypriots' and Greeks' beliefs and practices are concerned. Nationality has been found to be correlated with the mean score assigned in the total survey. Further, beliefs have been found to predict self-reported practices.     

Playing at Work? Means and ends in developing economic and industrial awareness in the early years of education

This article examines some of ways in which young children learn about aspects of economics and industry, and discusses some of the reasons that have been advanced in the United Kingdom for why this should be encouraged. After a discussion of the experience that young children have of the social world (and in particular of the economics), and the understanding of this they display through play activities, the National Curriculum Council's guidance on what children of this age should know and understand is considered. These suggestions are then reviewed in the context of the various types of discourse which adults bring to children's play.     

There's an alien in my playcorner: Computers and the early childhood teacher

This paper examines computers in relation to early childhood teachers, the children they teach and the curriculum. The author points out that there is no doubt that young children are able to use and learn from computers; but as to why children should use computers in preference to more traditional means she finds no answers in the current literature. Increased government intervention in education has resulted in major changes in schools curricula. The examples Britain and parts of Australia are cited. Concomitant with these changes comes state promotion of computers in to schools. Yet whether technology is adapted to education, or vice versa, has not yet been addressed. The position of teachers relative to this innovation is reviewed and the complexity of how a teacher acquires the necessary competence to use computers effectively in class is enunciated. The article looks finally to the future and calls on governments, policy makers and the computer industry to fund research into the use of computers in the early years.     

An undergraduate inclusive teacher preparation programme in early childhood education: an online delivery approach

As teacher shortages or teacher turnover rate continue to proliferate in the field of early childhood education (ECE) across the United States in the past few decades, there seem to be a pressing need for teacher preparation programmes to accommodate prospective ECE pre-service teachers (who do not have the chance to enroll in traditional teacher preparation programmes due to geographical reasons, busy daily work schedules, and other personal reasons). This accommodation will provide them the alternative to complete their entire online coursework in ECE that would adequately prepare them for careers in various inclusive early childhood settings. This article will describe the organization and development of an alternative online approach for the degree of Bachelor of Science in ECE in a southwestern state of the United States.     

Reflections on the Reggio Emilia approach as inspiration for early childhood teacher education in Abu Dhabi,UAE

This article discusses a teacher educator's reflections on her participation in an international study group and visits to the infant-toddler and pre-schools of Reggio Emilia, Italy, as inspiration for early childhood teacher education in Abu Dhabi, UAE. The following five themes are reflected on, for teacher education in the context of Abu Dhabi: (1) socio-constructivist learning with child as protagonist; (2) the environment as the third teacher; (3) making children's thinking visible through art; (4) the value of interaction with nature; and (5) observation and documentation of learning with teacher as researcher. It is envisaged that this reflection will be of interest to all teacher educators and, in particular, to those involved in education in the UAE, Gulf Countries, and countries undergoing educational reform.     

Comparing quality of childcare and kindergarten centres: the need for a strong and equal partnership in the Greek early childhood education system

The purpose of this study was to examine whether kindergartens and childcare centres differ in terms of educational and caregiving components. More specifically, two aspects of the process quality of the early childhood education and care were examined regarding the ‘Activities’ and the ‘Programme Structure’. A multi-stage sampling technique was applied to recruit a national representative sample from the Greek early childhood education system. A total of 535 early childhood classrooms from kindergarten and childcare programmes participated in the study, together with 4158 children. The quality of the participating classrooms was evaluated with the use of the Early Childhood Environment Rating Scale-Revised (ECERS-R) edition. Results showed a medium-quality picture from both the kindergarten and childcare classrooms. Explanations are provided regarding the statistically significant differences between the two types of preschool programmes. This study attempts to initiate a discussion about the need to build a strong and equal partnership between kindergarten and childcare programmes and to move towards a more coherent approach in the Greek early childhood education system.     

Effects of a summer school-readiness programme on measures of literacy and behaviour growth: a pilot study

Young children enter kindergarten with varying levels of readiness and abilities to learn. One factor that contributes to lower levels of school readiness is poverty. One timely, cost-effective, and feasible strategy to boost school readiness, regardless of exposure to high-quality preschool is to leverage the summer months prior to kindergarten entry and provide comprehensive, evidence-based programming immediately before the school year begins. The current study implemented a community-based summer programme targeted at improving school readiness for 25 four- and five-year-old children in a low-income community. Across the 9-week study, children participated in two types of early literacy activities and the Incredible Years social/emotional learning curriculum. Results indicate that participants demonstrated significant growth across three early literacy skills and were rated as overall stable regarding their behaviour across the summer. These results are discussed along with implications and future directions in this line of research.     

Celebrating diversity in early care and education settings: moving beyond the margins

As the USA continues to live up to its historical reputation as a nation of immigrants, early childhood professionals are increasingly faced with the challenge of supporting children and families from diverse cultural milieu. However, to truly celebrate diversity in early childhood settings, early childhood teachers and caregivers must engage in a careful examination of their own cultural biases and assumptions, and be willing to consider differences not as deficient but as potential sources of strength. In short, providing care and education in which all children can thrive requires moving diversity out of the margins of the curriculum, and infusing principles of diversity, equity and social justice into our teaching and our interactions with children and families.