"The Whole Idea Is College Readiness": Pre-K Teachers' Conceptualization of Kindergarten Readiness

• In Event: 63.085 - MTCC Roundtable Session 26
  In Roundtable Session: 63.085-4 - What Is This? Teachers' Perceptions of Their Contexts

Abstract

This study examines how the universal Pre-kindergarten expansion policy in NYC has impacted teachers’ conceptions of kindergarten readiness. We utilized data from in-depth interviews with teachers in Pre-K programs. Thematic analysis of transcripts revealed that teachers’ perspectives on the needs to focus more intensively on academic skills in their Pre-K classrooms. Our implications include developing a clear definition of and more developmentally appropriate, and culturally responsive approach to kindergarten readiness during this massive Pre-K expansion initiative. There should be shared goals between policymakers, teachers (as policy enactors), and families to fully utilize their resources for more play-based teaching practice and developmentally appropriate outcomes for young children entering kindergarten.

Authors

• Sanae Akaba, Hunter College

• Eva Liang, Hunter College

• Sherryl B. Graves, Hunter College School of Education

• Lacey Elizabeth Peters, Hunter College - CUNY