A qualitative study of early childhood educators' beliefs about key preschool classroom experiences.(Report): An article from: Early Childhood Research & Practice

This digital document is an article from Early Childhood Research & Practice, published by Clearinghouse on Early Education & Parenting on March 22, 2009. The length of the article is 8355 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available immediately after purchase. You can view it with any web browser.

From the author: The aim of the study was to uncover early childhood educators' beliefs about how to best work with children getting ready for kindergarten. The study involved 11 focus groups with providers from three types of early education settings located in Los Angeles County: (1) public center-based programs, (2) private center-based programs, and (3) family child care programs. Results from the qualitative data analyses revealed three types of preschool classroom experiences that participants believed to be important when working with children who are getting ready for kindergarten: (1) types of teacher-child interaction, (2) children's learning environment, and (3) types of learning opportunities. Each of these dimensions was made up of several factors. Although educators from all three types of early education programs mentioned these dimensions, there was variation among the factors that make up each dimension, with differences between and within center type.

Citation Details
Title: A qualitative study of early childhood educators' beliefs about key preschool classroom experiences.(Report)
Author: Sandraluz Lara-Cinisomo
Publication:Early Childhood Research & Practice (Magazine/Journal)
Date: March 22, 2009
Publisher: Clearinghouse on Early Education & Parenting
Volume: 11 Issue: 1 Page: NA

Article Type: Report

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