An Examination of Kindergarten Readiness Perceptions from Prekindergarten Teachers, Kindergarten Teachers, and Parents: A Quantitative Study of Kindergarten Readiness Perceptions

Autor/in	Cross, Angela J.
Titel	An Examination of Kindergarten Readiness Perceptions from Prekindergarten Teachers, Kindergarten Teachers, and Parents: A Quantitative Study of Kindergarten Readiness Perceptions
Quelle	(2017), (130 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Gardner-Webb University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3557-8825-9
Schlagwörter	Hochschulschrift; Dissertation; Kindergarten; Preschool Children; School Readiness; Teacher Attitudes; Parent Attitudes; Preschool Teachers; Likert Scales; Statistical Analysis; Comparative Analysis; Child Development; Social Development; Emotional Development; Literacy; Communication Skills; Age Differences; Public Schools + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Lehrerverhalten; Elternverhalten; Erzieher; Erzieherin; Kindergärtnerin; Likert-Skala; Statistische Analyse; Kindesentwicklung; Soziale Entwicklung; Gefühlsbildung; Alphabetisierung; Schreib- und Lesefähigkeit; Kommunikationsstil; Age; Difference; Age difference; Altersunterschied; Public school; Öffentliche Schule
Abstract	This study examined the perceptions of kindergarten readiness for kindergarten teachers, public prekindergarten teachers in both public and private settings, and parents. Data were collected and analyzed through a quantitative method using an inferential approach. A Likert-style survey was distributed to current kindergarten teachers, prekindergarten teachers, and parents; and the data were analyzed using Statistical Package for the Social Sciences (SPSS). The data collected from the surveys indicated differences in kindergarten readiness perceptions in the areas of social/emotional skills, literacy skills, and communication between kindergarten parents and teachers and between public and private prekindergarten participants. There were also differences in kindergarten readiness perceptions based on the age of the participants. The study concluded that these differences in kindergarten readiness perceptions have an impact on public education programs, and the success of public school students effects the communities in which they reside. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01