Teacher Expectations for Entering Kindergarteners: A Qualitative Study With Pre-Kindergarten and Kindergarten Teachers

• In Event: Kindergarten Readiness

Abstract

This phenomenological study explored five pre-kindergarten and five kindergarten teachers’ expectations for entering kindergarteners. Data was collected through face-to-face interviews. The findings included: (a) there were similarities and differences in expectations of both groups of teachers; (b) participants did not have differential expectations for children from different backgrounds, such as children’s race and ethnicity, gender, and socioeconomic status; (c) teachers’ classroom experience was the most influential source of teachers’ expectations; and (d) there was no systematic collaborative relationships between participating pre-kindergarten and kindergarten programs. The study’s findings suggest the need for sustained collaborative relationships among preschool programs, kindergarten, and families of preschoolers to communicate realistic expectations for kindergarten.

Authors

• Reiko Sakuma, California State University - Long Beach

• Jyotsna Pattnaik, California State University - Long Beach