Kindergarten time: kindergarten teachers' considerations when setting instructional priorities

Abstract

The purpose of this phenomenological study was to obtain an in-depth understanding of kindergarten teachers' instructional time allocations and the factors that influenced their decisions. A maximum variation sample of six kindergarten teachers was chosen representing variations in gender, socioeconomic status of the school where they taught, and years of experience. All of the teachers were interviewed using an openended script and observed in their classrooms. Data were analyzed using the Stevick- Colaizzi-Keen method. Participants in this study listed reading, math, and core curriculum as curricular priorities. The findings suggest that factors that influenced curricular priorities included teachers' college educations, personal and teaching experiences, systematic constraints (e.g. mandated textbooks, class size, policies), and others (e.g. principals, parents). Differences between novice and veteran teachers also emerged.