Parents', Early Childhood Educators' and Grade Primary Teachers' Perceptions of School Readiness


Book Description

"This research proposes to examine the views of Grade Primary teachers, early childhood educators and parents as they relate to school readiness. A review of the literature has revealed that research considers the idea of school readiness as complex. The issues are explored in a discussion of various points of view, which challenge for the correct response to the question of whose responsibility it is to provide for school readiness in preschool age children. The questions, namely, are whether the child itself should be the target of appropriate programmes resulting in his or her preparation for integration into the formal education system; or should the school be readying itself for the child; or finally whether the responsibility falls on society to provide appropriate programmes that support the readying of both the child and the school system jointly. The central themes that arose in the literature review were used to compile a series of questions, which sought to extract the perspectives currently held by Grade Primary teachers, early childhood educators and parents on the topic of school readiness and the contending schools of thought mentioned above. These questions were asked of a random selection of Grade Primary teachers, early childhood educators and parents, in an interview setting, who expressed an interest in participating in this study. The process of interviews generated data, which in turn was analysed to reveal a qualitative reflection of the views of Grade Primary teachers, early childhood educators and parents with regards to school readiness. In order to accurately analyse the data, the thematic questions were supplemented by a series of general information questions that were intended to place respondents within a demographic context."--Abstract.




The Transition to Kindergarten


Book Description

Today's kindergarten is the onset of formal schooling for children--the first time families, schools, teachers, and communities come together to form an educational partnership. In this thought-provoking, issues-focused book, the experts explore the research on early schooling and give you a starting point with which to reexamine your beliefs, policies, and practices regarding the first years of school. Scholars, researchers, and other professionals will discover why early school transitions need to be improved and how these critical transitions affect children's future educational success. You'll learn about readiness assessment entrance ages grade retention classroom structure family-school-community partnerships cultural diversity children with disabilities children in poverty This book is part of a series edited by Donald B. Bailey, Jr., Ph.D., and developed in conjunction with the National Center for Early Development and Learning (NCEDL). Visit NCEDL's website for information on the center's research, upcoming meetings, and free online publications..




Disparities in School Readiness


Book Description

First Published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.










International Handbook of Early Childhood Education


Book Description

This international handbook gives a comprehensive overview of findings from longstanding and contemporary research, theory, and practices in early childhood education in the Northern and Southern hemispheres. The first volume of the handbook addresses theory, methodology, and the research activities and research needs of particular regions. The second volume examines in detail innovations and longstanding programs, curriculum and assessment, and conceptions and research into child, family and communities. The two volumes of this handbook address the current theory, methodologies and research needs of specific countries and provide insight into existing global similarities in early childhood practices. By paying special attention to what is happening in the larger world contexts, the volumes provide a representative overview of early childhood education practices and research, and redress the current North-South imbalance of published work on the subject.




Exploring Parent and Teacher Expectations of School Readiness and Student Literacy Scores


Book Description

"The purpose of this study was to compare teachers' and parents' perceptions of kindergarten readiness, literacy scores, and preschool experiences. Parent and teacher perceptions were examined and used to measure the differences and determine if there is significance in readiness and outcomes." -- Abstract




School Readiness


Book Description

The purpose of this study was to examine the school readiness beliefs of early childhood educators working with preschool children, parents, and their children. Both quantitative and qualitative methodologies were employed. Surveys examined the school readiness beliefs and the philosophical beliefs and practice approach of 53 early childhood educators and the school readiness beliefs of 72 parents of children who were to begin kindergarten in September of 2005. Focus groups with 105 children starting kindergarten in September 2005 helped to describe their beliefs about starting kindergarten. Formal classroom observations were completed to examine the relationship between early childhood educators' perceptions of school readiness and the quality of their classroom practice. Results show that early childhood educators and parents view children's emotional maturity as the most important factor for a successful transition to school. A majority of early childhood educators also regarded children's social competence and their physical health and well-being as important factors for a successful transition to school. Both early childhood educators and parents reported that children should experience language and cognitive activities in the home prior to beginning kindergarten, although parents rated language and cognitive skills as more important for children's successful transition to school than did early childhood educators. Data gathered from the children's focus groups highlight the importance of play. Children's references to kindergarten generally related to play. Children also stated a list of rules they expected to follow in kindergarten. Overall, findings raise important issues that may have implications for the professional practice of early childhood educators.







School Readiness


Book Description