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ERIC Number: EJ1367509
Record Type: Journal
Publication Date: 2023-Mar
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1082-3301
EISSN: EISSN-1573-1707
Mixed Understandings: A Case Study of How A Sample of Preschool Stakeholders Made Sense of the Changed Kindergarten
Brown, Christopher P.; Ku, Da Hei; Englehardt, Joanna
Early Childhood Education Journal, v51 n3 p545-557 Mar 2023
Policymakers' demands for improved academic achievement by all children and the standardization of instructional practices continue to alter the landscape of early childhood education. Many within the early childhood education community are examining how these changes impact stakeholders' conceptions of school readiness. Yet, little has been done to examine how these same stakeholders make sense of the changed practices of kindergarten itself--the program for which children are getting ready. This article addresses this issue by examining findings from an instrumental case study that examined how a sample of urban prekindergarten program stakeholders in the Midwest made sense of the changed kindergarten. Investigating this issue created the opportunity to consider whether preschool stakeholders are conceptually prepared for children transitioning into kindergarten, which may impact how children's transition into elementary school unfolds, as well as whether they believe the changed kindergarten is an appropriate learning environment for children. Such findings also offer the chance to consider how early childhood stakeholders might work to alter the current framing of the changed kindergarten.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A