Elementary School Principals' Perceptions Regarding Early Childhood Education

Autor/inn/en	Cunningham, Denise D.; Mowrey, Sascha; Baker, Sarah Jean
Titel	Elementary School Principals' Perceptions Regarding Early Childhood Education
Quelle	In: Critical Questions in Education, 14 (2023) 1, S.54-71 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Principals; Elementary Education; Early Childhood Education; Administrator Attitudes; Social Cognition; Child Development; Knowledge Level; Personnel Selection; Preferences; Educational Needs; Articulation (Education); Kindergarten; Preschool Education; Grade 1; Grade 2; Grade 3; Public Schools; Teacher Certification + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Elementarunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Soziale Kognition; Kindesentwicklung; Wissensbasis; Personalauswahl; Personalentscheidung; Educational need; Bildungsbedarf; Articulation; Artikulation (Ling); Artikulation; Aussprache; Pre-school education; Vorschulerziehung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Public school; Öffentliche Schule
Abstract	Elementary principals are increasingly responsible for the supervision, support, and evaluation of early childhood teachers and young children. Previous research demonstrated that principals may prefer to hire elementary-certified rather than early childhood-certified teachers and that principals without early childhood preparation may not advocate for developmentally appropriate practices. This study examines elementary principals' preparation for and perceptions of early childhood education, including their knowledge of child development and hiring preferences. We use state certification data to understand principals' preparation and survey data to explore principals' perceptions and practices. Findings indicate that few principals hold early childhood certification while most supervise early childhood teachers and young children. Principals also indicated a lack of commitment to the PreK-3 continuum. Along with previous literature, our findings suggest that principal preparation requirements should be revised to ensure that all who support and evaluate early childhood teachers and young children receive relevant coursework and experiences. (As Provided).
Anmerkungen	Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01