American Educational Research Journal · 1991 · 13 citations · 0 references
EducationEarly Childhood EducationTeachingChild DevelopmentClassroom ManagementDevelopmentally Appropriate PracticeEarly Childhood CurriculumObservation Of Classroom BehaviorPreschool DevelopmentQuality Of EducationTransition To PreschoolClassroom Quality AssessmentDevelopmental AppropriatenessPre-kindergarten Program Evaluation
National concerns focus on whether kindergarten content and delivery are developmentally appropriate, especially amid rising transition kindergarten programs and retention practices. The study observed 103 randomly selected kindergarten classrooms and surveyed teachers and principals using two observational measures and two questionnaires to assess developmental appropriateness. Only 20% of classrooms met developmental appropriateness criteria, with quality predicted by teachers’ and principals’ knowledge and beliefs but unrelated to geographic location, school size, per‑pupil expenditure, or staff education or experience.
National concerns about kindergarten focus on the developmental appropriateness of what is being taught and how it is being taught as well as on the increasing use of transition kindergarten classes and retention. One hundred and three randomly selected kindergarten classrooms across one state were observed to document the extent of developmental appropriate practices, and the teachers and principals of those classes were surveyed to determine predictors of classroom quality. Two observational measures and two questionnaires were used. Only 20% of the classes met or exceeded the criterion of developmental appropriateness. Quality of the classes was predicted by teachers’ and principals’ scores on a measure of knowledge and belief in developmental appropriate practices. Quality was not related to geographic location, school size, per pupil expenditure, or teacher or principal education or experience.