Expectations and Transition Supports for Entering Kindergarteners: Profiles of Kindergarten Teachers

• In Event: AERA Poster Session 9
  In Poster Session: Early Childhood Education Partners

Abstract

The kindergarten transition has implications for children’s short- and long-term developmental trajectories. This study examines variation in kindergarten teachers’ readiness expectations and transition supports through latent profile analyses. Data comes from a state-wide survey of Delaware kindergarten teachers (n=257). Findings reveal four kindergarten teacher profiles: 1) lowest non-academic expectations, highest class transition support; 2) lowest academic expectations, low transition support; 3) highest expectations, low transition support; 4) high expectations, highest targeted transition support. State policy, school practices and setting, and teacher characteristics were predictive of profile membership. Results suggest a latent profile analysis can provide a useful framework for researchers, school administrators, and policymakers as they consider which state-, local-, and school-wide policies to support children during the kindergarten transition.

Authors

• Gerilyn Slicker, University of Delaware

• Susan Lewis, University of Delaware

• Jason Hustedt, University of Delaware

• Martha J. Buell, University of Delaware