Poster #62 - Understanding Educator Expectations in Kindergarten: The Influence of Expectations on Children's Self-Regulation and Early Literacy Outcomes

• In Event: 18.060 - MTCC Poster Session Two
  In Poster Session: 18.060-7 - Early Childhood Poster Session 1

Abstract

This research examines the influence of educator expectations on children’s self-regulation and literacy outcomes in Kindergarten. Thirty educators (15 Early Childhood Educators (ECEs) and 15 teachers) and 149 children participated. This study elucidates the differences in the two educator groups in terms of how their expectations are formed. Results indicate that ECE and teacher expectations were congruent at Time 1 but dissonant at Time 2, with ECEs having significantly higher expectations for children's self-regulation and early literacy outcomes at Time 2. Furthermore, ECE expectations had significant positive direct effects on child outcomes. This research has direct application to practice through professional development with pre- and in-service educators, specifically in considering the practices of high expectation educators.

Author

• Kristy Timmons, Queen's University