Abstract
Early childhood experiences set a foundation for school and for life. Because so manychildren attend some type of early childhood program, it is important to understand the
perceptions of those teach and care for young children before they enter kindergarten. The
purpose of this study is to explore the relationship between perceptions and practices of early
childhood professionals regarding school readiness based of five areas of child development.
Sixty-one early childhood professionals completed the Kindergarten Readiness Survey, and
descriptive statistics, constant comparison, and microanalysis were used to analyze the data.
Results of this study indicate that social-emotional development is the most important
area of development upon entering kindergarten (M=4.5 l) according to participants. However,
all areas of development were rated highly important (AQ4) with the exception of physical
development (M=3.67). While social-emotional development was perceived as the most
important school readiness domain, activities and planned outcomes to those activities did not
reflect this phenomenon. Expectations for children were largely related to social-emotional
competencies. Therefore, it could be concluded that although activities teaching social-emotional
skills are not planned, early childhood professionals instinctively support this area of
development throughout their curriculum.
A larger scale study utilizing face to face interviews and on-site observation would be
beneficial to ensure accurate interpretations of data. Additionally, research regarding early
childhood professionals' knowledge of developmentally appropriate practice and early learning
guidelines would be beneficial in understanding the root of perceptions regarding school
readiness and the daily practices in early childhood settings.
| Date of Award | 2012 |
|---|---|
| Original language | American English |
| Awarding Institution |
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| Supervisor | Mikki L. Sherwood (Supervisor) |