Partnerships in Full-Day Kindergarten Classrooms: Early Childhood Educators and Kindergarten Teachers Working Together

  • Kathryn Underwood
  • Aurelia Di Santo
  • Angela Valeo
  • Rachel Langford

Abstract

This study examines the relationship between teachers and early childhood educators in full-day kindergarten classrooms in one school board in Ontario. The study uses the theoretical framework of co-teaching models developed in special education to analyze the range of approaches used by the educator teams. Findings indicate that the teams primarily engage in a one teach/one assist approach, but they also describe some examples of other co-teaching approaches that are possible in these classrooms. The study concludes that support for the expansion of the co-teaching repertoire could provide a mechanism for integrating the expertise of both educators in full-day kindergarten classes and maximizing the efficacy of this social policy direction. Implications for educators and administrators are addressed.

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Published
2016-05-05
How to Cite
Underwood, K., Di Santo, A., Valeo, A., & Langford, R. (2016). Partnerships in Full-Day Kindergarten Classrooms: Early Childhood Educators and Kindergarten Teachers Working Together. Journal of Childhood Studies, 41(1), 36-45. https://doi.org/10.18357/jcs.v41i1.15696
Section
Articles from Research