Inclusive Prekindergarten Classrooms in a New Era:

Document
Document
    Item Description
    Exploring the Perspectives of Teachers in the United State
    Date Created
    2017
    Date Issued
    2023
    Abstract
    The purpose of this article is to share the results of a qualitative research study designed to shed light on the perspectives of inclusive prekindergarten classroom teachers in the United States. This study used surveys, interviews, and classroom observations to explore understandings of recently adopted learning standards and accountability reforms, as well as perceptions of the benefits and challenges of today’s inclusive prekindergarten settings. Data revealed four primary themes: early childhood teachers in inclusive prekindergarten settings value collaboration; they believe inclusive settings have the potential to benefit all children; inclusive prekindergarten teachers are facing significant new challenges; and, they need additional resources to address the challenges and realize the benefits. Building on these data, the authors provide an argument for the field of early childhood education in the United States to help build the capacity of inclusive prekindergarten settings to meet existing challenges and new demands.
    Description Long

    The School Community Journal, vol. 27, no. 2.

    Genre
    Resource Type
    Place Published
    Lincoln, IL.
    Language
    Extent
    pdf
    23 pages
    Physical Form
    Rights
    Anderson, K.M. and Lindeman, K.W. (2017). "Inclusive prekindergarten classrooms in a new era: Exploring the perspectives of teachers in the United States." The School Community Journal, 27(2).
    https://www.adi.org/journal/2017fw/AndersonLindemanFall2017.pdf.
    Institution