School readiness
Subtitle: perceptions of early childhood educators, parents, and preschool children
By: by Aurelia di Santo.
Published: 2006
Language: eng
Number of pages: 286
ISBN-13: 9780494218778
Subjects: Readiness for school.; Early childhood educators -- Attitudes.; Parents -- Attitudes.; Preschool children -- Attitudes.
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.
Notes: Source: Dissertation Abstracts International, Volume: 68-01, Section: A, page: 0075.

Thesis (Ph.D.)--University of Toronto, 2006.

Includes bibliographical references (leaves 234-247).

Electronic version licensed for access by U. of T. users.