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ERIC Number: ED437225
Record Type: Non-Journal
Publication Date: 1999-May
Pages: 22
Abstractor: N/A
Reference Count: N/A
Teacher and Parent Expectations for Kindergarten Readiness.
Welch, Michael D.; White, Barzanna
Based upon the view that children learn better if their parents' and teachers' expectations are closely aligned, this study compared expectations of teachers and parents for school readiness skills and preparation required for entry into public school. A Likert rating scale was completed by 25 kindergarten/early childhood teachers and 104 parents of children enrolled in kindergarten/early childhood classes in one Louisiana school community. The survey was modified from one used in a national study on teacher opinion toward selected school readiness skills/preparation attributes. A multivariate analysis of variance was conducted to determine if significant differences existed between parents and teachers. Significant questions were examined using independent t-tests to determine the direction of the variation. Local teacher responses were compared to those in the national study. Significant differences were found between parents and teachers on 3 items of the 25-item survey. Parents were more likely than teachers to place importance on time set aside daily to practice school work, to believe that all children would be ready for first grade upon completion of kindergarten, and to place importance on knowing the letters of the alphabet before school entry. Teachers from both the local and the national study identified the same three attributes as essential or very important for children entering public school: (1) physically healthy, rested, and well nourished; (2) can communicate needs, wants, and thoughts verbally in the child's primary language; and (3) is enthusiastic and curious in approaching new activities. (The rating scale is appended. Contains 13 references.) (KB)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A