Abstract
California implemented transitional kindergarten in all school districts across the state; however, the program did not align with the state credential program or higher education to prepare teachers to effectively teach TK by requiring them to have coursework in early childhood education. Secondly, there is ambiguity between what the senate bill states as the suggested curricula and what TK teachers are supposed to teach. Specifically, the policy that implements TK in California (SB 1381) suggests that teachers use a combination of preschool and kindergarten curricula—curricula that have overlap but that also have conflicting recommendations. Because there are teachers that are unaware of the development of their students due to lack of ECE training, and because of the ambiguity of the TK senate bill, teachers are not necessarily implementing practices in their classrooms that are developmentally appropriate. This project was intended to gather information based on empirical research and to 1) give teachers information about the developmental stage of children at 4 years of age and then 2) to make recommendations based on that research for the kinds of activities that may scaffold children at this age—specifically in terms of routines, classroom layouts, math, literacy, and social emotional activities. Sources of Data Data for this project was collected before and after a presentation of a website through a 1-hour workshop in a rural Northern California school district. A pre-survey and a post-survey were given at the workshop to transitional kindergarten teachers, kindergarten teachers, and a school principal. Conclusions Reached At the conclusion of this project it was found that transitional kindergarten teachers, kindergarten teachers, and principals are supportive of the use of developmentally appropriate practices in their classrooms but what is lacking is the conversation among all parties involved and the knowledge and experience to implement such practices.