Parents' and Teachers' Perceptions of School Readiness PDF Download
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Author: Megan Leigh Otto
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 166
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Book Description
Author: Megan Leigh Otto
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 166
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Book Description
Author: Bernadette Fegan
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages :
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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.
Author: Kathleen M. Moore
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Chia-Hui Peng
Publisher:
ISBN:
Category : Child development
Languages : en
Pages : 138
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Book Description
Author: Bethany Anson-Wesson
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 226
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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
Author: Andrea Morris
Publisher:
ISBN: 9780549030591
Category :
Languages : en
Pages : 69
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Book Description
To examine the perceptions of center-based childcare provider and kindergarten teacher perceptions on school readiness, the Ready or Not survey was conducted. Childcare providers in this study placed more emphasis on academic readiness skills while kindergarten teachers placed more emphasis on social and behavioral skills. Results also indicated that participants believe that children's preschool experiences are important for school readiness and that children without disabilities tend to be more ready for kindergarten than children with disabilities. These findings advance present understanding of the differences in perceptions of childcare providers and kindergarten teachers on children's school readiness.
Author: Alan Booth
Publisher: Psychology Press
ISBN: 0805864350
Category : Education
Languages : en
Pages : 350
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Book Description
First Published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Robert C. Pianta
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 442
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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..
Author: Mary E. Young
Publisher: World Bank Publications
ISBN: 0821370871
Category : Psychology
Languages : en
Pages : 326
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Book Description
Prosperity in the world today depends on societies' nurturing of young children. Quality care (stimulation, health, and nutrition) during ages 0 - 5 has a decisive and long-lasting impact on a person's development, ability to learn, and capacity to regulate emotions. Cognitive and noncognitive (social and emotional) skills, set early in life, determine later success. New research in neurobiology and the behavioral and social sciences is converging to enhance this understanding of early child development. Recently, researchers noted epigenetic effects in brain development - that is, the interaction of environment (early experiences) with genetics to shape brain structure and function - that with proper nurturing would enable people to have competence to create prosperous, sustainable, tolerant, nonviolent, and democratic communities. The World Bank recently hosted a symposium on the priority of early child development for economic growth and equity. The participants urged application of population - based tools and measures to assess the outcomes of children's early years and children's readiness for school. This approach, which shifts the focus from measures of disease, dysfunction, and mortality, is already yielding essential data for designing intervention programs, identifying children at risk, and leveraging policy and investment - to improve the possibilities for all children globally.
Author: Jennifer Brooks
Publisher:
ISBN:
Category : Education, Preschool
Languages : en
Pages : 0
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Book Description
The study explored teachers' perceptions of how district provided prekindergarten influences academic and social emotional school readiness for first grade students in a low socioeconomic school district in Southern Arkansas. Piaget's Theory of Cognitive Development and Erikson's Theory of Psychosocial Development were the guiding theories. A qualitative case study design was employed. Data was collected through two-round interviews with seven teachers who teach first grade students in a low socioeconomic district in south Arkansas. The interview questions were derived from the Arkansas Child Development and Early Learning Standards. The interviews were transcribed and then coded to derive themes. Findings showed that teachers do perceive that participation in district provided prekindergarten does positively influence social emotional and academic school readiness of first grade students in this low socioeconomic district in southern Arkansas. However, it was not conclusive whether the district provided prekindergarten is the best or only way for children to achieve academic and social emotional school readiness. The implications of these findings on practice, policy, and research were discussed. Implications for practice follow. Teachers may use the Arkansas Kindergarten Readiness Checklist to assess academic and social emotional school readiness of first grade students to create individualized goals to help students advance their readiness skills while providing data that could influence change in the district. This could potentially encourage the district to provide prekindergarten for all eligible students in the district. The implications for policy include districts committing to sharing the importance of prekindergarten through promotion of their program or social media campaigns; or hosting an open house for potential students' parents. Districts may disseminate the readiness checklist to parents as well. Furthermore, districts would look at inequities across the state and use access to district provided prekindergarten to address those when possible. Finally, research implications include a need for a cost analysis to determine the returns on providing prekindergarten to students to avoid later, costly behavior and academic interventions. Further research may be conducted about various preschool experiences and their comparative effectiveness perhaps including more than one district to shed light on a systemic concern for much of Arkansas.
