Necessary School Readiness Skills for Kindergarten Success According to Jordanian Teachers

Autor/in	Abu Taleb, Tagreed Fathi
Titel	Necessary School Readiness Skills for Kindergarten Success According to Jordanian Teachers
Quelle	In: Early Child Development and Care, 183 (2013) 12, S.1878-1890 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2012.759950
Schlagwörter	Foreign Countries; School Readiness; Kindergarten; Preschool Teachers; Teacher Attitudes; Psychomotor Skills; Language Skills; Writing Skills; Reading Skills; Interpersonal Competence; Emotional Intelligence; Cognitive Ability; Daily Living Skills; Private Schools; Public Schools; Differences; Comparative Analysis; Questionnaires; Jordan + Suchen Sie Ihr Suchwort? Ausland; Readiness for school; School ability; Schulreife; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Psychomotorische Aktivität; Language skill; Sprachkompetenz; Writing skill; Schreibfertigkeit; Reading skill; Lesefertigkeit; Interpersonale Kompetenz; Emotionale Intelligenz; Denkfähigkeit; Alltagsfertigkeit; Private school; Privatschule; Public school; Öffentliche Schule; Unterscheiden; Fragebogen
Abstract	The purpose of this study was to examine the necessity levels of children's school readiness skills held by Jordanian kindergarten teachers. The sample consisted of 347 teachers drawn from the public and private kindergarten education sectors. The school readiness data collection instrument included seven readiness domains with a total of 39 skills. Teachers evaluated the necessity level of each readiness skill for children to succeed in kindergarten. The results of this study indicated that teachers expected children to have average levels of readiness skills upon entering kindergarten. Among the domains, teachers expected the physical skills domain as the most necessary for kindergarten success, while the reading skills domain was perceived as the least necessary. Analysis also revealed significant differences between public and private kindergarten teachers in their level of expectations for school readiness skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10