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<p>This mixed-methods study examines undergraduate and graduate students' beliefs&#xa0;about educational priorities for preschool- and elementary-aged children and their&#xa0;perceptions of the biggest threats to healthy development. Participants (<i>n</i> = 230) in&#xa0;education, psychology, and human services programs completed a forced-ranking&#xa0;survey of instructional materials and experiences and responded to open-ended&#xa0;questions about their rationale and perceived developmental risks. Quantitative analyses (chi-squared, Mann-Whitney <i>U</i>, Kruskal-Wallis <i>H</i> tests) revealed&#xa0;a clear shift in priorities by age group. Preschool rankings emphasized play-based and&#xa0;exploratory activities (e.g., dramatic play, sensory exploration), while elementary&#xa0;responses prioritized structured academic tasks (e.g., group instruction, literacy tools).&#xa0;Demographic subgroup differences were minimal; gender and socioeconomic status had no significant effect, though age and household composition influenced select&#xa0;rankings, such as greater emphasis on STEM materials among younger participants.&#xa0;Qualitative findings highlighted both systemic and classroom-level concerns. Participants expressed worry over inadequate teacher preparation, excessive screentime, high-stakes testing, and the disproportionate impact of accountability systems on marginalized students. Additional perceived threats included poor classroom management and limited opportunities for creativity and social-emotional development. These results illuminate the complex interplay between structural pressures and classroom practices in shaping future professionals’ beliefs. Preparation programs must foster critically reflective learning environments that help candidates integrate developmentally appropriate practices with policy awareness and systemic advocacy. This study contributes to ongoing discussions about coherence across preschool and elementary education, highlighting the need for inclusive, play-based learning environments that promote both equity and rigor.</p>

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Balancing Development and Rigor: Beliefs about Priorities and Threats in Early Childhood Education among Future Professionals

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月25日

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  • Karyn A. Allee,
  • Taylor N. Mule’

摘要

This mixed-methods study examines undergraduate and graduate students' beliefs about educational priorities for preschool- and elementary-aged children and their perceptions of the biggest threats to healthy development. Participants (n = 230) in education, psychology, and human services programs completed a forced-ranking survey of instructional materials and experiences and responded to open-ended questions about their rationale and perceived developmental risks. Quantitative analyses (chi-squared, Mann-Whitney U, Kruskal-Wallis H tests) revealed a clear shift in priorities by age group. Preschool rankings emphasized play-based and exploratory activities (e.g., dramatic play, sensory exploration), while elementary responses prioritized structured academic tasks (e.g., group instruction, literacy tools). Demographic subgroup differences were minimal; gender and socioeconomic status had no significant effect, though age and household composition influenced select rankings, such as greater emphasis on STEM materials among younger participants. Qualitative findings highlighted both systemic and classroom-level concerns. Participants expressed worry over inadequate teacher preparation, excessive screentime, high-stakes testing, and the disproportionate impact of accountability systems on marginalized students. Additional perceived threats included poor classroom management and limited opportunities for creativity and social-emotional development. These results illuminate the complex interplay between structural pressures and classroom practices in shaping future professionals’ beliefs. Preparation programs must foster critically reflective learning environments that help candidates integrate developmentally appropriate practices with policy awareness and systemic advocacy. This study contributes to ongoing discussions about coherence across preschool and elementary education, highlighting the need for inclusive, play-based learning environments that promote both equity and rigor.