What Are the Goals of Kindergarten? Teachers' Beliefs and Their Perceptions of the Beliefs of Parents and of Agents of the Education System

Autor/inn/en	Sverdlov, Aviva; Aram, Dorit
Titel	What Are the Goals of Kindergarten? Teachers' Beliefs and Their Perceptions of the Beliefs of Parents and of Agents of the Education System
Quelle	In: Early Education and Development, 27 (2016) 3, S.352-371 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2015.1060150
Schlagwörter	Kindergarten; Beliefs; Teacher Attitudes; Parent Attitudes; Preschool Teachers; Socioeconomic Status; Questionnaires; Semi Structured Interviews; Parent Teacher Cooperation; Mathematics Achievement; Literacy Education; Mathematics Skills; Administrators; Foreign Countries; Researchers; Mixed Methods Research; Correlation; Teaching Methods; Israel + Suchen Sie Ihr Suchwort? Belief; Glaube; Lehrerverhalten; Elternverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Socio-economic status; Sozioökonomischer Status; Fragebogen; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Ausland; Researcher; Forscher; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Research Findings: The study examined the beliefs of kindergarten teachers (K-teachers) regarding the goals of kindergarten. We asked K-teachers to reflect on their own beliefs, their understanding of parents' beliefs, and their understanding of the beliefs that guide agents of the education system. We further examined differences between K-teachers based on the type of kindergarten in which they worked (religious or secular) and the socioeconomic status of children's families (middle-high or middle-low). A total of 120 K-teachers responded to closed questionnaires, and 12 teachers also participated in a semistructured interview. The results revealed an incongruence between K-teachers' perspectives and their understanding of the positions of parents and of agents of the education system. K-teachers evaluated fostering children's positive self-esteem as the most important goal and promoting literacy and mathematics skills as the least important. They believed, however, that parents and agents of the education system regard children's advancement in literacy and mathematics skills as the most important goal. Practice or Policy: Recognizing this incongruence facilitates understanding of the rationale behind K-teachers' actions and their relationships with parents and professional partners. It enables identification of topics that need to be addressed by the professional education community in order to create a dialogue among K-teachers, families, and policymakers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01