Best Practices for Beginners: Developmental Appropriateness in Kindergarten

Abstract

National concerns about kindergarten focus on the developmental appropriateness of what is being taught and how it is being taught as well as on the increasing use of transition kindergarten classes and retention. One hundred and three randomly selected kindergarten classrooms across one state were observed to document the extent of developmental appropriate practices, and the teachers and principals of those classes were surveyed to determine predictors of classroom quality. Two observational measures and two questionnaires were used. Only 20% of the classes met or exceeded the criterion of developmental appropriateness. Quality of the classes was predicted by teachers’ and principals’ scores on a measure of knowledge and belief in developmental appropriate practices. Quality was not related to geographic location, school size, per pupil expenditure, or teacher or principal education or experience.