Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children's Academic and Social Skills

Autor/inn/en	Garber, Kylie L.; Foster, Tiffany J.; Little, Michael H.; Cohen-Vogel, Lora; Bratsch-Hines, Mary; Burchinal, Margaret R.
Titel	Transition Practices of Rural Pre-K and Kindergarten Teachers and Their Relations to Children's Academic and Social Skills
Quelle	In: Early Education and Development, 34 (2023) 2, S.426-448 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garber, Kylie L.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2026191
Schlagwörter	Preschool Children; Kindergarten; Early Childhood Teachers; Transitional Programs; Low Income Students; Skill Development; Educational Practices; Preschool Teachers; Minority Group Students; Sharing Behavior; Data Use; Student Characteristics; Literacy; School Readiness; Rural Schools; Classroom Environment; Parent Teacher Cooperation; Parent Participation; North Carolina; Classroom Assessment Scoring System; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Kompetenzentwicklung; Qualifikationsentwicklung; Bildungspraxis; Erzieher; Erzieherin; Kindergärtnerin; Alphabetisierung; Schreib- und Lesefähigkeit; Readiness for school; School ability; Schulreife; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Klassenklima; Unterrichtsklima; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternmitwirkung
Abstract	Research Findings: The present study examined the transition practices reported by 59 pre-kindergarten (pre-k) and 186 kindergarten teachers in the rural Southeastern United States, and asked if transition practices related to skills at the beginning and end of kindergarten for 387 children. Analyses indicated kindergarten teachers offered more transition practices than pre-k teachers, and the transition practices children received varied depending on the students served. Pre-k settings with more students from families with low incomes were more likely to hold individual meetings with parents but less likely to offer classroom visits and orientations. Kindergarten teachers in schools with higher proportions of ethnically and racially minoritized students were more likely to engage in classroom visits and sharing individual child data. Although overall we found little to no association with child outcomes, data sharing on individual children was associated with higher literacy skills at entry to kindergarten. Practice or Policy: This study raises several future directions for policy and practice related to school transitions. Although most transition practices are designed to help children feel better about moving into kindergarten, it appears that some practices, such as data sharing, may also improve school readiness skills, making them a promising focus for future policy investments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01