Priorities for Kindergarten Curricula: Views of Parents and Teachers

Abstract This investigation explored what skills kindergarten teachers and parents of kindergartners believe children should possess prior to kindergarten entry. In addition, the views of these two groups concerning which skills and developmental areas should be emphasized in the kindergarten curricula were examined. Teachers', mothers' and fathers' responses to these two questions were examined. Major findings suggest that some significant differences and similarities do exist between parents and teachers in skill priorities for kindergarten entry. Supporting previous research, both mothers and fathers rated counting, reading and writing as significantly more important skills to acquire before beginning kindergarten. By contrast, teachers rated being curious and developing independence as significantly more important than either mothers or fathers. Notable are the significant patterns of agreement that emerged between parents and teachers for the order of prioritization. All three groups displayed agreement in rating listening and confidence as the two most important skills to be emphasized in the kindergarten curriculum. While teachers rated social skills as the third most important skill, parents selected intellectual skills. Results of analyses showed that teachers rated social, listening, speaking and large motor skills significantly higher than mothers or fathers. The implications of the current findings and avenues for future research are discussed.