ERIC Number: ED399044
Record Type: Non-Journal
Publication Date: 1996-Apr
Reference Count: N/A
When Are Children Ready for Kindergarten? Views of Families, Kindergarten Teachers, and Child Care Providers.
Harradine, Christine C.; Clifford, Richard M.
This study compared the beliefs of parents of preschoolers, kindergarten teachers, and child care providers in North Carolina about the characteristics children should have upon entry to public school kindergarten. Surveys were administered statewide through in-person or telephone interviews to 757 parents (half receiving public assistance), 575 kindergarten teachers, and 553 child care providers. Respondents were asked to select the 3 most important characteristics for children's kindergarten readiness from a list of 15 characteristics derived from the National Education Goals Panel. Results indicated that the three most important qualities identified by all groups were: (1) being healthy, well-nourished and well-rested; (2) being able to effectively communicate needs, wants, and thoughts; and (3) being enthusiastic and curious when approaching new activities. School-related skills such as knowing the alphabet, knowing shapes and colors, using pencils and paint brushes, counting, finishing tasks, and solving problems fell at or near the bottom of the rankings for all groups. Chi square tests of homogeneity indicated that families and child care providers ranked counting, knowing English, and knowing the alphabet significantly higher than kindergarten teachers. Providers put greater emphasis than the other groups on having good problem solving skills, being sensitive to others, and knowing colors and shapes. Teachers were more likely than the other groups to rate being enthusiastic, being able to communicate effectively, and being able to not disrupt the class as most important. (Contains 20 references.) (KDFB)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: North Carolina State Dept. of Human Resources, Raleigh.
Authoring Institution: N/A
Identifiers - Location: North Carolina