Graduation Year
2024
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Curriculum, Instruction, and Learning
Major Professor
Ilene Berson, Ph.D.
Committee Member
Vonzell Agosto, Ph.D.
Committee Member
Jolyn Blank, Ph.D.
Committee Member
Danielle Dennis, Ph.D.
Committee Member
Sophia Han, Ph.D.
Keywords
kindergarten, pedagogy, perceptions, prekindergarten, school readiness, tensions
Abstract
Literature in the field of early childhood education suggests that standardization and the accountability movement in the United States has changed the way that teachers approach kindergarten, resulting in less play and more teacher-directed activities. This pedagogical shift causes challenges for early childhood educators striving to promote developmentally appropriate, play-based and child-centered approaches to learning for young children while preparing children for the expectations of kindergarten. The purpose of this qualitative study was to gain an understanding of prekindergarten teachers’ views about their role in preparing children for kindergarten. The study was guided by two research questions: How do prekindergarten teachers view their role in preparing children to succeed in kindergarten? What goals and practices are reflected in their views? Using a case study design, this study explored how two prekindergarten teachers balance their perceived roles in kindergarten readiness through classroom practices within a project-based learning environment. The teachers outline several daily roles focused on the development of foundational skills, including social emotional learning, problem solving and confidence building, while meeting core academic competencies through a child-led approach to learning. The findings help illustrate how prekindergarten teachers mitigate the transition to kindergarten by attending to the development of the whole child, despite kindergarten readiness assessments and expectations focusing on academic skill sets. This study utilizes the unique perspective of teachers and their practices, offering new insight into the literature on school readiness and transition practices.
Scholar Commons Citation
Chappell, Julie, "Preparing Children for Kindergarten Readiness: Early Childhood Teachers’ Goals and Practices" (2024). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/10604
