Alignment and Misalignment of Classroom Experiences from Pre-K to Kindergarten

Autor/inn/en	Vitiello, Virginia E.; Pianta, Robert C.; Whittaker, Jessica E.; Ruzek, Erik A.
Titel	Alignment and Misalignment of Classroom Experiences from Pre-K to Kindergarten
Quelle	52 (2020), S.44-56 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
Schlagwörter	Alignment (Education); Early Experience; Student Experience; Preschool Children; Preschool Education; Kindergarten; Student Promotion; Classroom Environment; Teacher Student Relationship; Academic Achievement; Social Development; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Frühbeginn; Studienerfahrung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Support of studies; Studienförderung; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Soziale Entwicklung
Abstract	Areas of misalignment between children's experiences in preschool and kindergarten are increasingly viewed as contributing to the fade-out of preschool effects. The current study examined alignment and misalignment of classroom experiences across the transition from public pre-k into kindergarten. As part of a longitudinal cohort study, we examined structural features, process features, and teacher beliefs and practices in 295 public kindergarten classrooms and 117 public pre-K classrooms that feed into them. Analyses revealed a number of differences indicative of potential misalignment, including fewer ethnically and linguistically diverse teachers, more time in teacher-structured activities, and less effective teacher-child interactions in kindergarten. Potential alignment was indicated in some areas, such as more time in kindergarten spent on academics; progression toward more advanced literacy and math content from pre-k to kindergarten; and teachers across both grades reported similarly child-centered ideas about children. Exploratory results by pre-K auspice comparing school-based and center-based pre-K raised further questions about what the meaningful components of alignment are. The field lacks a robust empirical base for defining "good" alignment, thus these descriptive results are discussed in terms of implications for future, predictive research. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01