Kindergarten Teachers' Perceptions of Students' Readiness Skills

Autor/in	Soltero-Ruiz, Erlinda E.
Titel	Kindergarten Teachers' Perceptions of Students' Readiness Skills
Quelle	(2013), (128 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Fullerton
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-7321-0
Schlagwörter	Hochschulschrift; Dissertation; Kindergarten; Preschool Teachers; Teacher Attitudes; School Readiness; Achievement Gap; Preschool Children; Preschool Education; Program Effectiveness; Transitional Programs; Skill Development; Statistical Analysis; Teacher Surveys; Suburban Schools; Social Development; Emotional Development; Early Childhood Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Kompetenzentwicklung; Qualifikationsentwicklung; Statistische Analyse; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Soziale Entwicklung; Gefühlsbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Children need to be ready to enter kindergarten, or they may begin to fall further and further behind. The achievement gap may start prior to children entering kindergarten due to their lack of early learning opportunities. The purpose of this study was to examine the perceptions of kindergarten teachers regarding which readiness skills preschool children should master prior to entering kindergarten in order to be successful. A literature review supports the variance in perceptions kindergarten teachers have in relation to readiness skills. The conceptual framework starts with a brief history of preschool programs. Following is a discussion regarding the benefits of preschool programs. Next is an overview of the rigor of kindergarten and the transition between preschool and kindergarten. Finally, what readiness skills children need in order to be successful in kindergarten will be reviewed. This quantitative study surveyed 30 kindergarten teachers in a suburban school district with nine elementary schools. From these surveys, data were collected on kindergarten teachers' perceptions of the readiness skills needed. The results indicated that kindergarten teachers endorsed social-emotional skills as very important skills that should be taught prior to entering kindergarten. Directions for future research or implications for practice are discussed. [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