Educators' Perceptions of School Readiness within the Context of a Kindergarten Entry Assessment in Alaska

Autor/inn/en	Ohle, Kathryn A.; Harvey, Hattie A.
Titel	Educators' Perceptions of School Readiness within the Context of a Kindergarten Entry Assessment in Alaska
Quelle	In: Early Child Development and Care, 189 (2019) 11, S.1859-1873 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ohle, Kathryn A.) ORCID (Harvey, Hattie A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1417855
Schlagwörter	School Readiness; Teacher Attitudes; Kindergarten; Profiles; Child Development; Preschool Teachers; Educational Philosophy; Social Development; Emotional Development; Teacher Role; Educational Practices; Teacher Characteristics; Tests; Alaska + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Lehrerverhalten; Charakterisierung; Profilanalyse; Kindesentwicklung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Bildungsphilosophie; Erziehungsphilosophie; Soziale Entwicklung; Gefühlsbildung; Lehrerrolle; Bildungspraxis; Examination; Prüfung; Examen
Abstract	This empirical study examined educators' perceptions of kindergarten readiness, within the context of a larger study on the perceptions and use of the Alaska Developmental Profile, a mandated kindergarten entry assessment (KEA). The participants (n = 17) were primarily kindergarten teachers with varying years of experience. Data were collected through the use of surveys and semi-structured interviews and analyzed utilizing a qualitative approach. The results of the study suggest that educators' perceptions of kindergarten readiness reflect a 'come as you are' philosophy and that ideally, children will come to kindergarten with some preschool experiences and some academic and social-emotional skills. The results also indicate that educators' perceptions are not impacted by the use or results of a KEA. These findings encourage readers to consider how KEAs impact educators, what roles educators play in considering kindergarten readiness, and how schools might be ready for kindergartners instead of children being 'ready' for kindergarten. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01