School Readiness -- What Does This Mean? Educators' Perceptions Using a Cross Sector Comparison

Autor/inn/en	Rouse, Elizabeth; Nicholas, Maria; Garner, Rosemarie
Titel	School Readiness -- What Does This Mean? Educators' Perceptions Using a Cross Sector Comparison
Quelle	In: International Journal of Early Years Education, 31 (2023) 1, S.185-199 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rouse, Elizabeth) ORCID (Nicholas, Maria) ORCID (Garner, Rosemarie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2020.1733938
Schlagwörter	Foreign Countries; School Readiness; Elementary School Teachers; Preschool Teachers; Faculty Development; Teacher Attitudes; Social Development; Emotional Development; Child Development; Barriers; Australia + Suchen Sie Ihr Suchwort? Ausland; Readiness for school; School ability; Schulreife; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Soziale Entwicklung; Gefühlsbildung; Kindesentwicklung; Australien
Abstract	In 2017, 5019 educators from primary and preschool settings across Victoria, Australia took part in joint professional learning around effective transition to school processes. Upon registering for this professional learning workshop, participants were invited to identify the most significant challenges associated with transition to school. The responses were analysed using qualitative content analysis to code emerging themes. Findings show that prior to attending the professional learning workshop, school readiness was identified as a challenge, however perceptions as to what this entailed varied. In many instances the early childhood educators' perceptions of school readiness differed to the views of primary school educators. Whilst academic readiness was identified as an important challenge in both sectors, early childhood educators also raised social and emotional readiness as a key challenge, more so than primary school educators. Educators' awareness of differences in perspectives between early childhood educators, school educators, and parents were also factors noted as key challenges impacting transition to school. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01