Lynch, Jacqueline S2016-09-202016-09-202016-01-222016-09-20http://hdl.handle.net/10315/32237This study investigated parents and teachers views of the completion and importance of social and cognitive early learning activities and learning outcomes by the end of JK. A mixed methods approach, including questionnaires and interviews, was incorporated. Findings demonstrated statistical differences between parents and teachers about early learning activities and expectations for children by the end of JK. Specifically, parents and teachers differed about early learning activities involving computer and workbook use, the development of self-regulation, socialization, reading books, and encouraging independence. Both parents and teachers valued activities that promoted socialization, reading, and independence; however, parents believed socialization, and teachers believed reading and independence to be of greater importance. Parents and teachers also differed about JK learning outcomes involving academic skills, independence, and self-regulation with parents and teachers valuing social skill development as being important. Recommendations to improve the transition to JK and learning outcomes for JK are shared.enAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.PedagogyElectronic Thesis or Dissertation2016-09-20Parent beliefsTeacher beliefsEarly learning activitiesHome learning environmentTransition to KindergartenSchool readinessKindergarten curriculumKindergarten expectationsKindergarten learning outcomesKindergarten skillsJunior KindergartenPlay-based learning