The Sociohistorical Development of a Preschool's Institutional Identity

• In Event: 47.069 - Sociocultural and Dialogic Approaches to Moral Development and Identity Across the Life Span

Abstract

This study investigated changes, over 11 years, in the institutional identity of a preschool and activity that influenced those changes. In 2006, preschool educators collaborated with researchers to adapt the Center for Research on Education, Diversity, and Excellence (CREDE) Standards to be developmentally appropriate for young learners. The CREDE Standards are Vygotsky-based strategies for culturally diverse learners. Document analysis showed that in 2013, the preschool’s institutional identity reflected CREDE-like concepts. By 2016, CREDE was fully integrated into the school’s institutional identity. Classroom observations of eight teachers indicated that all used CREDE strategies in their classrooms; although, educator interviews suggested that some were unfamiliar with CREDE terms. A “community of practice” approach to professional development appeared to sustain CREDE practices.

Authors

• Lois A. Yamauchi, University of Hawaii - Manoa

• Stephanie Char, University of Hawaii - Manoa

• Caroline Li Soga, University of Hawaii - Manoa

• Leilani Au