Alignment Between Preschool and Kindergarten Teachers' Beliefs and Classroom Practices During Children's Transition to Kindergarten

• In Event: AERA Poster Session 13
  In Poster Session: Supporting Young Children's Learning and Development

Abstract

The transition to kindergarten is often difficult for children, who experience novel classroom practices and face increased demands for academic success and social-emotional competence. Children from economically disadvantaged backgrounds are at greater risk for poor adjustment and early school failure during the kindergarten transition. Aligning children’s experiences in preschool with those they have in kindergarten may ease the transition process, mitigating such consequences. The current study explores the extent to which Head Start (n = 29) and kindergarten teachers (n = 19) shared similar pedagogical beliefs about requisite skills for kindergarten readiness and the extent to which they enacted similar classroom practices thought to promote these skills. Implications for future strategies to better support children during the transition are discussed.

Authors

• Eli Labinger, Portland State University

• Jaiya Choles, Portland State University

• Danielle Rosenscruggs, Portland State University

• Elizabeth Tremaine, Portland State University

• Karlyn R. Adams-Wiggins, Portland State University

• Maciel M. Hernández, University of California - Davis

• Andrew Mashburn, Portland State University