Preparing Preschoolers for Kindergarten: A Look at Teacher Beliefs

Sandraluz Lara-Cinisomo, Allison Sidle Fuligni, Lynn A. Karoly

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

In this study, we examine the nature of teacher belief systems regarding preparing children for kindergarten using teacher-level data collected for 103 diverse early education programs serving low-income and linguistic minority preschool -age children in Los Angeles County that were part of the Los Angeles: Exploring Children’s Early Learning Settings (LA ExCELS) study. Three main program types are represented: public centers, private centers, and licensed family child care homes. In addition, 57 kindergarten teachers participated in this study. We describe the range of belief systems these diverse educators have about working with this population of children at risk of school failure and preparing them for the transition into elementary school. Results indicate that early educators in preschool and kindergarten settings strongly endorse the importance of a variety of school preparation experiences for young children, but there are differences among early educators in their beliefs about appropriate approaches to guiding the education of young children.
Original languageEnglish (US)
Title of host publicationTransitions to Early Care and Education
EditorsDeAnna M. Laverick, Mary Renck Jalongo
PublisherSpringer
Chapter9
Pages93-105
ISBN (Electronic)978-94-007-0573-9
ISBN (Print)978-94-007-0572-2
DOIs
StatePublished - Mar 23 2011
Externally publishedYes

Keywords

  • Preschool
  • Transitions to kindergarten
  • Teacher beliefs

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