Educators and families frequently use children’s picture books to introduce young children to unfamiliar experiences, including the start of school. In this study, we examine 52 U.S. picture books portraying the transition to kindergarten. Specifically, this content analysis explores the depiction of kindergarten teachers, including the demographic characteristics of these teachers, the extent to which these teacher characteristics mirror those of the kindergarteners in their classrooms, the ways teachers interact with kindergarteners, and the learning environments teachers create for entering kindergarteners. Results show that teachers are generally portrayed as abled and female, with White teachers depicted more frequently than teachers from any other racial or ethnic group. Our findings also indicate that many books about starting kindergarten do not depict a mix of racially diverse kindergarteners and teachers or teacher-student racial and ethnic match. Finally, we find that teachers are portrayed in narrow ways; characterized as classroom supervisors who have relatively limited engagement with children and who rarely inspire students in their intellectual pursuits. Overall results indicate a need for an expanded offering of books about starting kindergarten that are more representative of diverse kindergarten experiences, including both more teacher and student diversity as well as images of kindergarten teachers who are actively engaged in children’s kindergarten transition.

教育工作者和家庭经常使用儿童图画书向幼儿介绍不熟悉的经历，包括开学。在这项研究中，我们研究了 52 本描绘向幼儿园过渡的美国图画书。具体而言，该内容分析探讨了对幼儿园教师的描述，包括这些教师的人口学特征、这些教师特征在多大程度上反映了课堂中幼儿园儿童的特征、教师与幼儿园儿童互动的方式以及教师为之创造的学习环境。进入幼儿园。结果表明，教师通常被描绘成有能力的女性，白人教师比任何其他种族或民族的教师更频繁地被描绘。我们的研究结果还表明，许多关于开始幼儿园的书籍并没有描述种族多样化的幼儿园儿童和教师或师生种族和民族匹配的混合。最后，我们发现教师被以狭隘的方式描绘；的特点是课堂主管与儿童的接触相对有限，很少能激发学生的智力追求。总体结果表明，需要更多地提供关于幼儿园开学的书籍，这些书籍更能代表多样化的幼儿园体验，包括更多的教师和学生的多样性，以及积极参与儿童幼儿园过渡的幼儿园教师的形象。我们发现教师被以狭隘的方式描绘；的特点是课堂主管与儿童的接触相对有限，很少能激发学生的智力追求。总体结果表明，需要更多地提供关于幼儿园开学的书籍，这些书籍更能代表多样化的幼儿园体验，包括更多的教师和学生的多样性，以及积极参与儿童幼儿园过渡的幼儿园教师的形象。我们发现教师被以狭隘的方式描绘；的特点是课堂主管与儿童的接触相对有限，很少能激发学生的智力追求。总体结果表明，需要更多地提供关于幼儿园开学的书籍，这些书籍更能代表多样化的幼儿园体验，包括更多的教师和学生的多样性，以及积极参与儿童幼儿园过渡的幼儿园教师的形象。