Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms

Abstract

Research Findings: Using observational data gathered in 730 kindergarten classrooms in 6 states, the present study focuses on the quality of children's learning opportunities in kindergarten classrooms. Findings show that overall, children experience moderate to low levels of quality in the areas of classroom organization and instructional support in kindergarten. Results are also presented in comparison to children's experiences in the pre-kindergarten year. These comparisons indicate that kindergarten children spend a greater proportion of the school day in language arts, math, and whole-group instruction and less time in centers than they do in pre-kindergarten. An examination of predictors of kindergarten classroom quality indicated that program characteristics (i.e., adult–child ratio, length of school day) and teacher psychological variables (i.e., beliefs and depressive symptoms) were stronger predictors of classroom quality than were teacher experience and educational background. Practice or Policy: Findings are discussed in terms of implications for children's academic and social development in kindergarten as well as for kindergarten teacher preparation and development.