This phenomenological study explored five pre-kindergarten and five kindergarten teachers' expectations for entering kindergarteners, the sources of teachers' expectations, and nature of collaborations between pre-kindergarten and kindergarten programs. Data was collected through face-to-face interviews. The findings suggested that: (a) there were similarities and differences in expectations of both groups of teachers; (b) participants did not have differential expectations for children from different backgrounds, such as children's race and ethnicity, gender, and socioeconomic status; (c) teachers' ideal expectations did not always match with the competencies of children in their own classrooms; (d) teachers' classroom experience was the most influential source of teachers' expectations; and (e) there was no systematic collaborative relationships between participating pre-kindergarten and kindergarten programs. The study's findings suggest the need for sustained collaborative relationships among preschool programs, kindergarten, and families of preschoolers to communicate realistic expectations for kindergarten.
|Commitee:||An, Shuhua, Lord, Carol|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 52/03M(E), Masters Abstracts International|
|Subjects:||Early childhood education, Teacher education|
|Keywords:||Kindergarten readiness, School readiness, Teacher expectations|
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