ABSTRACT

This study examined parents’ perspectives on children’s learning in Pre-K, their expectations for Pre-K, and how to prepare their child(ren) for kindergarten. Researchers conducted semi-structured interviews with 22 ethnically diverse parents from 8 schools in New York City. This paper presents a thematic analysis of these interviews. Findings revealed parents believed children’s academic learning should be the focus for kindergarten readiness, with an emphasis on language and literacy and mathematics. They frequently mentioned homework as a hands-on activity that promotes children’s learning. With the continued increase in funding and attention to Pre-K, there needs to be a greater understanding of how parents conceptualize kindergarten readiness and structure learning experiences for children, and how Pre-K curriculum is changing extended learning. Parents’ views should be considered in decision-making around programming with regard to daily instruction, as well as facilitating the transition to elementary school.

摘要

本研究调查了家长对学前班孩子学习的看法、他们对学前班的期望以及如何为孩子准备上幼儿园。研究人员对来自纽约市 8 所学校的 22 名不同种族的家长进行了半结构化访谈。本文对这些访谈进行了主题分析。调查结果显示，家长认为孩子的学术学习应该是幼儿园准备的重点，重点是语言、识字和数学。他们经常提到家庭作业是一种促进儿童学习的动手活动。随着对 Pre-K 的资助和关注的持续增加，需要更深入地了解父母如何概念化幼儿园准备和为儿童构建学习体验，以及 Pre-K 课程如何改变扩展学习。在有关日常教学的规划决策以及促进向小学过渡的过程中，应考虑家长的意见。