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ERIC Number: ED567388
Record Type: Non-Journal
Publication Date: 2013
Pages: 162
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-9789-7
Early Childhood Education: Understanding Pre-Kindergarten and Kindergarten Readiness through Systems Theory
White, James G.
ProQuest LLC, Ed.D. Dissertation, Oklahoma State University
Scope and Method of Study: This naturalistic inquiry case study explored a selected pre-kindergarten program and the extent of its provision for school readiness through the lens of General Systems Theory. Assessment results from kindergarten students at three separate elementary schools were analyzed, interviews were completed with select early childhood educators, and observations of pre-kindergarten classrooms were conducted. Findings and Conclusions: The findings of this study are meant to contribute to the body of literature relating to early childhood education and school readiness. Of the 293 kindergarten students that had attended pre-kindergarten, 88% scored at or well above the benchmark on the assessment tool. In contrast, of the remaining 116 students who had not attended PK, only 61% met or scored above the DIBELS benchmark. These percentages provide statistical evidence of the positive results of early literacy instruction on school readiness. Additionally, a chi-square and simple regression analysis also suggest participation in pre-kindergarten is a determining factor on school readiness as measured by specific literacy skills. These findings will be beneficial as the expansion of early childhood programs continue. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Kindergarten; Primary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)