A survey of parent and teacher perceptions of kindergarten programming in Newfoundland and Labrador

• Main Author: Lambert, Valerie
• Format: Thesis
• Language: English
• Published: Memorial University of Newfoundland 1992
• Subjects: Newfoundland
• Online Access: https://research.library.mun.ca/1451/; https://research.library.mun.ca/1451/1/Lambert_Valerie.pdf; https://research.library.mun.ca/1451/3/Lambert_Valerie.pdf

This study investigated the perceptions of kindergarten teachers and parents of kindergarten children in Newfoundland and Labrador concerning kindergarten programming. The parent and teacher samples were selected using a random sampling procedure with one third of each sample chosen from each of the three main denominational systems operating schools in the province: Integrated, Roman Catholic, and Pentecostal. -- In general, both parents' and teachers' perceptions of kindergarten programming were consistent with recent research on quality programming for young children. However, findings suggest that kindergarten education may be experiencing an overcrowded curriculum because both teachers and parents want to include everything in kindergarten. Additional findings indicate strong agreement in both groups with various types of parental involvement. In comparing parents' and teachers' responses, major findings suggest that parents differ from teachers in believing that it is important that children (a) spend a part of each day in school sitting quietly, listening to the teacher and following directions and (b) complete paper and pencil tasks in the subject areas. Also, parents, more so than teachers, were in agreement with parents becoming involved in making important decisions concerning their children's kindergarten education. An additional difference related to estimates of the importance of Health Education, with parents rating it significantly higher than teachers did. Further comparisons of parents' and teachers' responses showed that there were areas of kindergarten education where both groups were similar in their perceptions. -- Several factors were found to be related to parents' and teachers' responses. Teachers' responses were most strongly related to their teaching qualifications and the denominational affiliation of the school district where the teacher worked, while parents' responses were most strongly related to their educational levels and the denominational affiliation of the school their child ...