Prekindergarten Practitioners’ Perspectives of The Creative Curriculum for At-Risk Students

Investigators have addressed elementary practitioners’ perspectives concerning the concept of curriculum development and children’s learning; however, much less information is available on prekindergarten practitioners’ perspectives of curriculum for at-risk prekindergarten students. This basic qualitative study explored prekindergarten practitioners’ perspectives of self-efficacy, competence, and motivation in the implementation of The Creative Curriculum for Preschool Program with at-risk students in a southeastern state. The theories of constructivism and self-efficacy guided the conceptual framework for this study. The research questions focused on prekindergarten practitioners’ perspectives of self-efficacy, competency, and motivation during implementation of the curriculum. Data were collected using in-depth semistructured interviews with prekindergarten practitioners (teachers). Data were analyzed through a priori, open, and axial coding based on the study’s framework. The qualitative data analysis software system, QDA Miner Lite, was used to help organize the raw data and store the data safely. Member checking was used to provide all participants the opportunity to review the summary of the data findings and confirm the accuracy. Participants identified perspectives of self-efficacy, competency, and motivation during implementation of the curriculum. School officials need to provide timely support and comprehensive professional development for practitioners to enhance curriculum implementation. Positive social change could occur when school officials establish strategies for curriculum onboarding and implementation, thereby improving practitioners’ teaching experiences and improving the learning environment for all students