Kindergarten Teachers and Classrooms: A Transition Context

Abstract

Demographic and structural features of kindergarten classrooms are described using data from the National Center for Early Development and Learning's (NCEDL) Transition Practices Survey, a nationally representative survey of kindergarten teachers (n=3595), as a first step in investigating the context of the transition to kindergarten. Findings indicate that kindergarten teachers have a lot of education and experience, but lack specific training on facilitating transitions to kindergarten. Kindergarten classrooms generally meet National Association for the Education-of Young Children (NAEYC) (Bredekamp & Copple, 1997) guidelines for class size, but are larger than some research indicates is optimal (Mosteller, 1995). All estimates are presented for the overall population and by metropolitan status, district poverty, and minority enrollment. Few differences were found between subgroups on teacher education, experience, transition training, or class size.