Dissertation/Thesis Abstract

Examining preschool and kindergarten teachers' perceptions of readiness for kindergarten
by Newman, Emma M., M.A., Mills College, 2013, 48; 1538514
Abstract (Summary)

This study examines differing perspectives on kindergarten readiness as defined by preschool and kindergarten teachers. Data were collected through classroom observations and semi-structured interviews of two preschool and two kindergarten teachers and analyzed using perspectives from the maturational theory, the accountability movement, and the ecological perspective. The literature indicates that there is no single concrete understanding developed by preschool or kindergarten teachers surrounding kindergarten readiness. Results of this limited study indicate that both preschool and kindergarten teachers value social and emotional development, focusing on group and individual understanding, as opposed to a focus on academic development per se.

Indexing (document details)
Advisor: Kroll, Linda R.
School: Mills College
Department: Education
School Location: United States -- California
Source: MAI 51/06M(E), Masters Abstracts International
Subjects: Education, Early childhood education, Elementary education
Keywords: Accountability movement, Ecological perspective, Kindergarten, Maturational theory, Preschool, Readiness
Publication Number: 1538514
ISBN: 978-1-303-11754-1
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