Date of Award

8-2020

Culminating Project Type

Thesis

Degree Name

Child and Family Studies: Family Studies: M.S.

Department

Child and Family Studies

College

School of Education

First Advisor

JoAnn Johnson

Second Advisor

Brittany Sullivan

Third Advisor

Hsueh-I Lo

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

Kindergarten readiness

Abstract

Every year a number of children move on to Kindergarten, regardless if they are ready or not. There are always some who are ready and have great academic and social-emotional skills to start; however, there are also those who are not ready and have not had the experiences to successfully prepare them for Kindergarten. To help children become ready for Kindergarten, they need experiences and support from their parents, teachers, and community. In this study, a survey research design was used to examine the perspectives of caregivers and preschool/ Kindergarten teachers to determine if they are looking at the same things for what they believe it means to be school ready. Overall, the caregivers and teachers reported very similar findings. They both believe social-emotional readiness is more important than academic readiness when entering kindergarten.

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