Graduate Program
Family and Consumer Studies
Degree Name
Master of Science (MS)
Semester of Degree Completion
2012
Thesis Director
Michelle Meadows
Thesis Committee Member
Frances Murphy
Thesis Committee Member
Jim Slavik
Abstract
Early childhood experiences set a foundation for school and for life. Because so many children 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.
Recommended Citation
Jenkins, Lindsey, "School readiness: An exploration of early childhood professionals' perceptions and practices" (2012). Masters Theses. 833.
https://thekeep.eiu.edu/theses/833
