This study provides information on various factors impacting kindergarten readiness. Survey information from six teachers and the families of 69 children is included. The study examines correlations among age at kindergarten entry and later academic and social skills, parent and teacher ratings of the importance of various dimensions of readiness, the relationship between parental characteristics and views on readiness, and the acceptance of transitional versus pre-kindergarten programs. Results indicate that age at entry had little effect on future academic performance or social skills. Parents and teachers differed in the ratings of the importance of four out of 14 readiness factors and three out of 13 home activities. Alternatives to current transitional and/or pre-kindergarten programs (such as lengthening the program, and providing transportation and/or wrap around child care) would not have changed interest levels for a majority of participants. Future implications are also discussed.
|Advisor:||Hegland, Susan, Norton-Meier, Lori|
|School:||Iowa State University|
|Department:||Human Development and Family Studies|
|School Location:||United States -- Iowa|
|Source:||MAI 48/01M, Masters Abstracts International|
|Subjects:||Early childhood education, Elementary education|
|Keywords:||Kindergarten, Pre-kindergarten, Readiness, Red-shirting, Retention, Transition|
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