Depictions of Teachers and Teacher Practices in Picture Books about Starting Kindergarten

Autor/inn/en	Cutler, Laura; Slicker, Gerilyn
Titel	Depictions of Teachers and Teacher Practices in Picture Books about Starting Kindergarten
Quelle	In: Journal of Early Childhood Literacy, 23 (2023) 4, S.695-724 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cutler, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/14687984211029031
Schlagwörter	Picture Books; Teaching Methods; Kindergarten; Preschool Teachers; Student Adjustment; School Readiness; Teacher Characteristics; Young Children; Diversity + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Readiness for school; School ability; Schulreife; Frühe Kindheit
Abstract	Educators and families frequently use children's picture books to introduce young children to unfamiliar experiences, including the start of school. In this study, we examine 52 U.S. picture books portraying the transition to kindergarten. Specifically, this content analysis explores the depiction of kindergarten teachers, including the demographic characteristics of these teachers, the extent to which these teacher characteristics mirror those of the kindergarteners in their classrooms, the ways teachers interact with kindergarteners, and the learning environments teachers create for entering kindergarteners. Results show that teachers are generally portrayed as abled and female, with White teachers depicted more frequently than teachers from any other racial or ethnic group. Our findings also indicate that many books about starting kindergarten do not depict a mix of racially diverse kindergarteners and teachers or teacher-student racial and ethnic match. Finally, we find that teachers are portrayed in narrow ways; characterized as classroom supervisors who have relatively limited engagement with children and who rarely inspire students in their intellectual pursuits. Overall results indicate a need for an expanded offering of books about starting kindergarten that are more representative of diverse kindergarten experiences, including both more teacher and student diversity as well as images of kindergarten teachers who are actively engaged in children's kindergarten transition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01