Four- and five-year-old children’s views and perceptions related to their teachers’ expectations

Abstract

Teacher expectations influence how children fare in education. However, we know little about how 4- and 5-year-old children in Aotearoa New Zealand perceive their curriculum experiences. This qualitative study utilised interviews to explore the perceptions of 12 children (attending kindergarten and school) regarding their teachers’ expectations of ability/mixed ability grouping, the learning environment, and goal setting. Findings showed that the children held positive views of their learning environment, especially their teachers’ support, care, and expectations, and were also cognisant of their curriculum experiences and what improvements could be made to support their learning. These findings suggest that a mana-enhancing education can occur when teachers promote high expectations of all children and ensure that children have opportunities to contribute to curriculum decisions.