Pre-K teachers implemented PKTP's common classroom practices more consistently than kindergarten teachers, with dramatic play and trauma-sensitive practices least frequent among kindergarten teachers¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Pre-K teachers reported more consistent implementation of the common classroom practices than kindergarten teachers; both grades implemented self-regulation practices consistently, but dramatic play and trauma-sensitive practices were implemented less frequently, particularly among kindergarten teachers. → Spain 2018

Evidence¶

Spain 2018¶

Spain, A.K., Ehrlich, S.B., Cowhy, J.R., Dasgupta, D.K., & Lockaby, T. (2018). A community effort to support the transition from pre-K to kindergarten. Chicago, IL: University of Chicago Consortium on School Research and Chapin Hall at the University of Chicago. https://consortium.uchicago.edu/publications/community-effort-support-transition-pre-k-kindergarten

q2 · i? · design · r2

Implementation-fidelity analysis in the developmental evaluation of PKTP's first full year, examining data related to the three components. Teachers reported students enjoyed and benefited from the three selected practices: self-regulation practices, trauma-sensitive practices, and dramatic play, with the grade-level implementation differences quoted above.

"But pre-K teachers reported more consistent implementation of the common classroom practices compared to kindergarten teachers. Both pre-K and kindergarten teachers implemented the self-regulation practices consis tently, but dramatic play and trauma-sensitive practices were implemented with less frequency, particularly among kindergarten teachers."

Discussion¶

Related Claims¶

• Consistent participation in a cross-grade, cross-school professional learning community supported PKTP implementation and teacher learning — related
• At the close of the first full year, PKTP's communication about the importance of transition was unclear to many teacher and parent participants — related
• Interviewees identified leadership prioritization, staff buy-in, and investments in staffing, training, partnerships, and funding as facilitators of trauma-engaged implementation — related