Kindergarten Expectations and Outcomes: Understanding the Influence of Educator and Child Expectations on Children’s Self-Regulation, Early Reading, and Vocabulary Outcomes
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Authors
Timmons, Kristy
Date
2019
Type
journal article
Language
en
Keyword
Academic Outcomes , Child Expectations , Early Childhood Educators , Educator Expectations , Kindergarten , Professional Development
Alternative Title
Abstract
This research examines the influence of educator and child expectations on children’s self-regulation, early reading, and vocabulary outcomes over two time points. Thirty educators (15 early childhood educators [ECEs] and 15 teachers) and 149 kindergarten children participated in the research. The educators participated in an expectation ranking questionnaire. Data collection with the children included an interview task and standardized and non-standardized assessments. Results indicate that ECE and teacher expectations were congruent at Time 1 but dissonant at Time 2, with ECEs having significantly higher expectations for children’s self-regulation, early reading, and vocabulary outcomes at Time 2. Path analyses were run to simultaneously test for direct and indirect (mediating) effects. Findings revealed that ECE and child expectations had significant positive direct effects on outcomes. The only significant direct effect from teacher expectations to child outcomes was for vocabulary, and this was a negative direct effect. This research has important and direct application to practice through professional development with pre- and in-service educators, specifically in considering the practices of high expectation educators.
Description
Final article available here: https://doi.org/10.1080/02568543.2019.1609144
Citation
This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Research in Childhood Education on June 6, 2019, available online: DOI: 10.1080/02568543.2019.1609144
Publisher
Taylor & Francis