Teachers’ kindergarten education theories debunked: What the data actually shows
In an effort to understand what it is that makes preschool educators so different from other preschool teachers, the Jerusalem Post’s Lizzie Cohen and Shelly Seidman visited five elementary schools in Israel and asked the teachers and their students how they learned to teach.
The results, which were published in a recent issue of Teachers’ and Children’s International, show that they had not been taught that preschool education is fundamentally different from kindergarten education.
The researchers found that kindergarten educators are taught by teachers who are not trained in kindergarten, which means that they have less knowledge of how to teach children how to think and behave, and the process of teaching is much slower than it is in preschool.
Teachers who were trained in preschool education also have much less experience with students and students’ development than preschool educators.
“Teachers who are trained in the kindergarten curriculum are much more qualified to teach preschool children than are teachers who have never been in preschool, and preschool educators also have a much greater understanding of the process and the need to manage a preschool setting,” Seidmans and Cohen wrote.
“We can expect that they would also be able to teach a preschool curriculum more effectively.”
The researchers also found that preschool educators who are highly skilled in their craft also tend to have much more patience with students.
The teachers who were highly skilled at teaching in preschool have shown a tendency to wait longer to give a lesson, to explain problems more clearly, and to offer feedback more often than the other preschool educators, and they often have more time to work on problems and more time on teaching.
“This makes preschool a very specialized learning environment,” Seidelmans said.
“The quality of the teachers is important, but it is not the only thing that makes them special.”
The study also found a correlation between preschool education and higher educational attainment.
“These results do not necessarily suggest that the preschool environment is a better learning environment for children than other preschool environments,” the researchers wrote.
Still, Cohen and Seidmas were surprised to see that preschool teachers who had been in the profession for a while were much more likely to be in the top quartile in their state’s kindergarten achievement, while those who had only been in their profession for one or two years had the lowest scores.
Teachers with less than a year of experience had lower overall achievement than teachers with more than a decade of experience, the researchers said.
The authors also found some discrepancies between the two groups.
“While we found that teachers who spent a lot of time teaching in kindergarten were much less likely to graduate from high school and have a college degree, this finding did not hold for teachers who worked only in preschool,” the authors wrote.
This means that preschool teacher salaries are not related to the amount of time they spend teaching.
In addition, the study found that a higher proportion of teachers who work only in kindergarten have lower levels of college education.
In other words, preschool teachers have a higher percentage of their income coming from salary rather than from any other source.
“If a high school education is a prerequisite for being in the workplace, then it is clear that high school is the best indicator of educational achievement,” Cohen said.
Cohen said the research has important implications for how we learn and the workforce.
“I think we have to pay more attention to this research and think about whether it might be useful to the teachers who want to continue to teach in the workforce in the future,” she said.
Teachers’ Kindergarten Education Theory The idea that preschool is a separate, different experience from kindergarten is an old one.
In the late 1990s, the United Nations Office for the Coordination of Humanitarian Affairs (OCHA) started a campaign to bring about the change, and it was the United States, the first country to adopt a kindergarten curriculum.
The idea was that preschool would provide teachers with a new experience, and kindergarten education would give teachers the skills to develop new skills in the classroom.
However, the preschool curriculum was not standardized, and there was no set standard for the content of kindergarten.
Rather, the curricula developed by schools around the world varied.
In some countries, kindergarten teachers learned the basics of reading, writing, math, and science.
In others, they learned more advanced subjects such as reading and math.
In all of the countries where the curriculum was developed, teachers were expected to teach kindergarten as an independent study.
In Israel, teachers have the same set of skills as kindergarten teachers, and in most countries, teachers who taught in kindergarten would have to work in a different setting, such as a preschool classroom.
The goal of the preschool education theory is that preschoolers should be able find the right teacher.
Cohen and the researchers were particularly struck by the fact that preschool students do not follow the same developmental stages that children do in kindergarten.
Instead, preschool children typically start learning about language at about age 3 or 4, with some learning about reading at about 7 or 8.
In preschool, preschoolers also learn about the world