Classroom Process and Practices in Public Pre-K Programs: Describing and Predicting Educational Opportunities in the Early Learning Sector

ABSTRACT

Research Findings: The present study used data from 117 publicly funded preschool classrooms within a large, diverse, suburban county to describe teacher practices and child engagement along with classroom activity settings and children’s exposure to instructional content. Practice or Policy: Results from this investigation revealed that children spent the largest share of the day in teacher-directed whole-group instruction and in free play and very little time was spent in individual and small-group settings. Although a 3rd of the school day was dedicated to academic activities, there were few opportunities for socioemotional learning, and children spent roughly a 3rd of the school day in routines/transitions and meals. Few differences emerged in the classroom observations across school- and community-based programs; however, more educated and experienced teachers spent more time teaching and in teacher-directed instruction.

Acknowledgments

We gratefully acknowledge the support of our many partners: school district leaders, community programs, teachers, parents, and children. Their enthusiastic cooperation and participation made much of this work possible. We also extend appreciation and recognition to Marcia Kraft-Sayre, Marianna Lyulchenko, Laura Helferstay, Brittany Kerr, and Emily White, who each made valuable contributions to the project.

Notes

¹ Recall that if any of the above outcomes occurred for less than 10% of the day, they were either conceptually combined or dropped in our bivariate and multivariate models. We thus created an indicator of teacher-directed activities (whole group, small group, individual time). Because socioemotional activities occurred infrequently and could not be conceptually combined, they were dropped from our bivariate and multivariate analyses.

² Because we required that activities and behaviors occur for at least 10% of the school day, we created an indicator of (a) teaching basic skills and analysis and inference, (b) learning basic skills and analysis and inference, and (c) positive interactions with teachers and peers. Negative interactions (with peers and teachers), disruptive behavior, and teacher discipline occurred infrequently and could not be conceptually combined and thus were dropped from our subsequent analyses.

Additional information

Funding

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through [grant no. R305N160021] to the University of Virginia. The opinions expressed are our own and do not represent views of the Institute or the U.S. Department of Education.