PERCEPTIONS OF KINDERGARTEN TEACHERS REGARDING SYSTEMIC CONSTRAINTS ON TEACHING AND LEARNING

Abstract

The purpose of this multiple case study was to examine the perceptions of Kindergarten teachers regarding systemic constraints on the teacher/learner pedagogical relationship. As greater responsibility and increasing pressure are imposed on early childhood teachers to focus on a subject-centered curricula and accountability standards, there is less time available to implement and develop appropriate practices. This qualitative study gathered data from four randomly-selected experienced Kindergarten teachers, through interviews, classroom observations, and a review of classroom documents. Analysis of the data generated three highly prominent themes: 1) developmentally appropriate practices in the Kindergarten setting are compromised in a high stakes environment; 2) the instructional pacing of the curriculum has changed the dynamics of the Kindergarten classroom; and 3) academic skills are emphasized as a result of the push-down curriculum in Kindergarten settings. In summary, the Kindergarten teachers believed that the dynamics of the pedagogical relationship between the teacher and the learner have changed as a result of systemic constraints. Teachers from the study perceived that the push-down curriculum imposed pressure to cover an academic curriculum throughout most of the day. However, the teachers maintained that even under the mounting pressures of the push-down curriculum, they were able to sustain a high sense of self-efficacy, still believing in their ability to help their students succeed.