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Author: Rachelle Ernest Wright
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 169
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Book Description
This study examined 180 matched pretest/posttest surveys of kindergarten teachers' perceptions of the transition children experienced upon kindergarten entry. Investigations of changes in the percentages of children perceived as not being ready for kindergarten and percentages of children who were rated as having had a very successful, moderately successful, or difficult transition from the pretest to the posttest were conducted. Additionally, changes in teachers' developmentally appropriate beliefs and practices from the beginning of the school year (pretest) to the end of the school year (posttest) were explored. Further analyses were conducted to find differences and associations between teacher and classroom demographics and changes from pretest to posttest. Teachers' developmentally appropriate beliefs were statistically significantly higher at the beginning of the school year (pretest) as compared to the end of the school year (posttest). Conversely, teachers' developmentally appropriate practices were statistically significantly higher at the end of the school year (posttest) when compared to the beginning of the school year (pretest). Even with the increase in teachers' developmentally appropriate practices at the end of the year, consistent with previous research, teacher's beliefs were found to be more developmentally appropriate than their reported practices. Study findings indicated that teachers reported a significantly higher percentage of children as having had a difficult transition at the beginning of the school year when compared to the end. At the beginning of the year, teachers rated 21.9% of children as having had a difficult transition, compared to 17.4% of children at the end of the school year. Some teachers reported 100% of the children in their class had a difficult transition at both the beginning and end of the school year. Overall, just under 60% of children were perceived as having some problems with kindergarten entry. Findings also indicated that teachers reported a significantly higher percentage of children were not ready for kindergarten entry at the beginning of the school year than at the end of the school year. Teachers perceived 27% of children were not ready for kindergarten at the beginning of the school year, with 22.4% of children rated as not ready at the end of the school year. Again, some teachers perceived 100% of their children as not being ready at both the beginning and end of the school year. Limitations, implications, and suggestions for future research were discussed.
Author: Rachelle Ernest Wright
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 169
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Book Description
This study examined 180 matched pretest/posttest surveys of kindergarten teachers' perceptions of the transition children experienced upon kindergarten entry. Investigations of changes in the percentages of children perceived as not being ready for kindergarten and percentages of children who were rated as having had a very successful, moderately successful, or difficult transition from the pretest to the posttest were conducted. Additionally, changes in teachers' developmentally appropriate beliefs and practices from the beginning of the school year (pretest) to the end of the school year (posttest) were explored. Further analyses were conducted to find differences and associations between teacher and classroom demographics and changes from pretest to posttest. Teachers' developmentally appropriate beliefs were statistically significantly higher at the beginning of the school year (pretest) as compared to the end of the school year (posttest). Conversely, teachers' developmentally appropriate practices were statistically significantly higher at the end of the school year (posttest) when compared to the beginning of the school year (pretest). Even with the increase in teachers' developmentally appropriate practices at the end of the year, consistent with previous research, teacher's beliefs were found to be more developmentally appropriate than their reported practices. Study findings indicated that teachers reported a significantly higher percentage of children as having had a difficult transition at the beginning of the school year when compared to the end. At the beginning of the year, teachers rated 21.9% of children as having had a difficult transition, compared to 17.4% of children at the end of the school year. Some teachers reported 100% of the children in their class had a difficult transition at both the beginning and end of the school year. Overall, just under 60% of children were perceived as having some problems with kindergarten entry. Findings also indicated that teachers reported a significantly higher percentage of children were not ready for kindergarten entry at the beginning of the school year than at the end of the school year. Teachers perceived 27% of children were not ready for kindergarten at the beginning of the school year, with 22.4% of children rated as not ready at the end of the school year. Again, some teachers perceived 100% of their children as not being ready at both the beginning and end of the school year. Limitations, implications, and suggestions for future research were discussed.
Author: Mary McEuen Darnell
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages :
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Book Description
This study was an exploration of 450 Utah kindergarten teachers' perceptions of problems children face at the time of kindergarten entry, as well as an examination of the teachers' developmentally appropriate beliefs and practices. Consistent with previous research, teachers' beliefs were found to be more developmentally appropriate than their reported practices. This study also investigated the relationship between both teacher and classroom/school demographics and teachers' developmentally appropriate beliefs and practices. Further, the relationship between teachers' perceptions of children's transition to kindergarten and beliefs, practices, teacher demographics, and classroom/school demographics studied. Study findings indicated that teachers perceive 20% of kindergarten children as experiencing a difficult school entry, with some teachers reporting 100% of their class as having a difficult entry into kindergarten. Teachers reported 25% of children as not being ready for kindergarten, with about 20% of teachers judging at least half of their class as not being ready, and an additional 7 % of teachers estimating that 75% or more of their class was not ready for kindergarten. "Lack of academic skills" was the item perceived as the least problematic at kindergarten entry. Findings also exhibited a trend that teachers with more appropriate beliefs perceived a higher percentage of children experiencing very successful entry than did teachers with less appropriate beliefs. Special education and early childhood licensed teachers, as well as those who had received their ESL endorsement, consistently judged "half or more" of their class as having a number of transition problems, including "problems with social skills," as well as "difficulty communicating/language problems," and not having a "non-academic preschool experience." Overall, as the percentage of special education children enrolled increased, and the number of children qualifying for free lunch increased, teachers perceived more children as not ready for school. Limitations, implications, and suggestions for future research are discussed.
Author: Regena Fails Nelson
Publisher:
ISBN:
Category :
Languages : en
Pages : 192
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Author: K. Marie Sorenson Mecham
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 210
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Book Description
This study examined kindergarten teachers' developmentally appropriate beliefs and practices, and kindergarten teachers' perceived problems of children entering kindergarten. The relationship between kindergarten teachers' beliefs and practices and their perceived problems of children entering kindergarten was studied, as was the relationship between teachers' beliefs and practices and their perception of children's successful kindergarten entry. Participants included kindergarten teachers from eight Utah school districts. Teachers were surveyed using both the Transition Practices, and the Teacher Beliefs and Practices Survey. From these surveys, data were collected on kindergarten teachers' beliefs and practices, and perceptions of problems children may have upon entering kindergarten. Findings indicated that kindergarten teachers reported that most often children have problems due to " lack of academic skill s," "difficulty following directions," and difficulty working independent!/' About half of the children were perceived as having a very successful entry into kindergarten. Of teachers who responded, 72% felt that one fifth or more of their current kindergarten class was not ready for kindergarten upon entry. Overall the kindergarten teachers in this study were considered developmentally appropriate, but teachers' reported developmentally appropriate beliefs were higher than their reported developmentally appropriate practices. The highest reported beliefs consisted of reading daily with children, helping children develop self-esteem, helping children develop social skills, guiding children's behavior in positive ways, and using individualized plans with children who have major behavior problems. The highest reported practices consisted of using music in the classroom, integrating various subjects, allowing children to experiment with writing, using manipulative in the classroom, and not using time-out as a means of discipline. The findings show a trend in which teachers with higher beliefs reported that'1ack of academic skills' was a problem less often than the teachers with lower reported beliefs. Teachers with higher reported practices reported that a non-academic preschool experience' was a problem for children more often than teachers with lower reported practices. Findings also indicated a trend in which teachers with higher beliefs reported a smaller percentage of children having a difficult or very difficult entry into kindergarten than did teachers who reported lower developmentally appropriate beliefs. The implications of these findings are discussed.
Author: Jerry West
Publisher:
ISBN:
Category : Kindergarten
Languages : en
Pages : 12
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Author: Gretchen Kranz Irvine
Publisher:
ISBN:
Category :
Languages : en
Pages : 306
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Author: Hyunjin Kim
Publisher:
ISBN:
Category :
Languages : en
Pages : 346
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Author: Gera Jacobs
Publisher: Corwin Press
ISBN: 1452210330
Category : Education
Languages : en
Pages : 169
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Book Description
Help kindergarten students meet national standards in developmentally appropriate ways! This book shows teachers how to help young children reach standards in literacy, mathematics, science, social studies, and the arts through creative play activities that ignite their enthusiasm to learn. The authors also offer suggestions for promoting healthy physical and social-emotional development. This resource: Presents authentic assessments for measuring student progress toward standards Offers tips for working with English language learners and children with special needs Discusses how to develop relationships with caregivers and strengthen home-school connections Includes sample templates, calendars, book lists, and more
Author: Andrew J. Mashburn
Publisher: Springer
ISBN: 3319902008
Category : Psychology
Languages : en
Pages : 377
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Book Description
This book presents a comprehensive overview of children’s transitions to kindergarten as well as proven strategies that promote their readiness. It presents theories and research to help understand children’s development during the early childhood years. It describes evidence-based interventions that support children in developmental areas essential to school success, including cognitive, social-emotional, and self-regulatory skills. Chapters review prekindergarten readiness programs designed to promote continuity of learning in anticipation of the higher grades and discuss transitional concerns of special populations, such as non-native speakers, children with visual and other disabilities, and children with common temperamental issues. The volume concludes with examples of larger-scale systemic approaches to supporting children’s development during the transition to kindergarten, describing a coherent system of early childhood education that promotes long-term development. Featured topics include: Consistency in children’s classroom experiences and implications for early childhood development. Changes in school readiness in U.S. kindergarteners. Effective transitions to kindergarten for low-income children. The transition into kindergarten for English language learners. The role of close teacher-child relationships during the transition into kindergarten. Children’s temperament and its effect on their kindergarten transitions. Kindergarten Transition and Readiness is a must-have resource for researchers, clinicians and related professionals, and graduate students in child and school psychology, educational psychology, social work, special education, and early childhood education.
Author: Dominic F. Gullo
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 188
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Book Description
K today: Teaching and learning in the Kindergarten Year is a compilation of 15 chapters by highly respected early childhood educators, each strived to paint a realistic picture of the challenges and roles of todays kindergarten educators, especially given state and district mandates, families expectations and the everyday world of children.
