Early Childhood Educators' Perspectives on Early Childhood Settings and Collaborations to Promote Kindergarten Transition

Autor/inn/en	Yamauchi, Lois A.; Chapman de Sousa, E. Brook
Titel	Early Childhood Educators' Perspectives on Early Childhood Settings and Collaborations to Promote Kindergarten Transition
Quelle	In: Professional Educator, 43 (2020) 1, S.100-113 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0196-786X
Schlagwörter	Early Childhood Teachers; Educational Environment; Teacher Attitudes; Preschools; Kindergarten; Young Children; Teacher Collaboration; Differences; Transitional Programs; Student Adjustment; Educational Philosophy; Elementary School Curriculum; Family Involvement; Hawaii + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Lehrerkooperation; Unterscheiden; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Bildungsphilosophie; Erziehungsphilosophie
Abstract	Previous research indicates that many children have difficulty transitioning from preschool to kindergarten, which may be attributed to differences between the two settings. The purpose of this study was to investigate preschool and elementary school educators' perceptions of the similarities of and differences between the two types of settings and their perceptions of how preschool-elementary collaborations could facilitate young children's transition to kindergarten. Sixteen early childhood educators from elementary and preschool settings were interviewed. All educators saw more differences compared to similarities between the two settings. For example, they viewed elementary school as more focused on academic domains. Educators noted that the elementary school curriculum and flow of day was generally more structured and that preschools tended to promote greater family engagement. Participants suggested that by engaging in joint activity together, these two groups of educators could learn about each other's institutions and find ways to facilitate kindergarten transition. (As Provided).
Anmerkungen	Truman Pierce Institute. 1463 Haley Center, Auburn University, Auburn, AL 36849-5218. Tel: 334-844-4488; Fax: 334-844-5785; e-mail: educate@auburn.edu; Web site: http://wp.auburn.edu/educate/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01