A Missed Opportunity? Instructional Content Redundancy in Pre-K and Kindergarten

Autor/inn/en	Cohen-Vogel, Lora; Little, Michael; Jang, Wonkyung; Burchinal, Margaret; Bratsch-Hines, Mary
Titel	A Missed Opportunity? Instructional Content Redundancy in Pre-K and Kindergarten
Quelle	In: AERA Open, 7 (2021) 1, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Little, Michael) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Preschool Education; Kindergarten; Redundancy; Preschool Curriculum; Literacy Education; Mathematics Education; Language Skills; Preschool Children; Young Children; Racial Differences; Gender Differences; Low Income Students; Educational Attainment; Parent Background; North Carolina + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Redundanz; Mathematische Bildung; Language skill; Sprachkompetenz; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Frühe Kindheit; Rassenunterschied; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Elternhaus
Abstract	Policy observers have expressed concern over whether misalignment between pre-K and K--12 has negative consequences for children. This study considers students' exposure to redundant content across the pre-K and kindergarten years. Specifically, it asks, to what extent are skills and concepts taught in kindergarten redundant with skills and concepts taught in one state's public pre-K program, and for whom is redundancy most likely? Overall, findings from teacher surveys show that about 37% of the language, literacy, and math content covered in kindergarten is redundant with content covered in pre-K. The highest rates of redundancy seem to occur for basic (rather than advanced) content items, including the identification of letters and sight words. Moreover, children from families who live at or below the poverty line experience significantly higher rates of redundant content. Implications for policy, practice, and future research are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01