Child Care and Early Education Research Connections

Skip to main content

A missed opportunity?: Instructional content redundancy in pre-k and kindergarten

Share
Description:
Policy observers have expressed concern over whether misalignment between pre-K and K–12 has negative consequences for children. This study considers students’ exposure to redundant content across the pre-K and kindergarten years. Specifically, it asks, to what extent are skills and concepts taught in kindergarten redundant with skills and concepts taught in one state’s public pre-K program, and for whom is redundancy most likely? Overall, findings from teacher surveys show that about 37% of the language, literacy, and math content covered in kindergarten is redundant with content covered in pre-K. The highest rates of redundancy seem to occur for basic (rather than advanced) content items, including the identification of letters and sight words. Moreover, children from families who live at or below the poverty line experience significantly higher rates of redundant content. Implications for policy, practice, and future research are discussed. (author abstract)
Resource Type:
Reports & Papers
Country:
United States
State(s):
North Carolina

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

Toddler and preschool teachers’ beliefs and perceptions about the use of developmentally appropriate practice

Reports & Papersview

Gateway to Kindergarten Readiness knowledge document: The Gateway story and the journey to systems alignment

Reports & Papersview

Evaluation of a health education intervention for rural preschool and kindergarten children in the southeastern United States: A cluster randomized trial

Reports & Papersview
Release: 'v1.13.0' | Built: 2022-08-08 12:44:31 EDT