School readiness among pre-kindergarten children (Pre-K) is an issue, which has led to several studies in the past decade. This topic seeks to establish socio-emotional, physical, and cognitive factors that ought to be considered to establish and affirm that children are ready for early childhood education. The following questions influenced the choice of this topic; what does the school or academic readiness mean for Pre-K children? Additionally, how should both the parents and teachers influence school readiness for Pre-K? This topic is essential because one cannot just take the assumption of age being a determinant for school readiness. There are other important factors to consider to have a solid foundation to build upon, as far as your children’s education is concerned.
The academic readiness of Pre-K children is the study’s predictor variable; this so because from this we can establish the results of the performance of these children as they progress to kindergarten. Therefore, this makes performance from Pre-K to kindergarten subsequently as a dependent variable. This study builds on previous findings of (Bell et al., 2016), which established that peer-play enables children to learn some valuable skills and prepare them towards academic readiness. The study aims to deconstruct further the effects of peer-play both from a positive and negative approach. Other studies have focused on the socio-emotional development of a child being a significant factor in preparing them for school. The study for socioemotional development was done through the comparison of immigrant and non-immigrant children (Calzada et al., 2015). The findings indicated that non-immigrant children performed well and were school ready early than immigrant children. This study builds on these foundations to investigate further on specific social skills, physical, language, and communication and also cognitive skills needed to establish school readiness for Pre-K children.
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Hypothesis
The provision of a conducive learning environment by both the parents and teachers helps children be school-ready.
References
Bell, E. R., Greenfield, D. B., Bulotsky-Shearer, R. J., & Carter, T. M. (2016). Peer play as a context for identifying profiles of children and examining rates of growth in academic readiness for children enrolled in Head Start. Journal of Educational Psychology , 108 (5), 740.
Calzada, E., Barajas-Gonzalez, R. G., Dawson-McClure, S., Huang, K. Y., Palamar, J., Kamboukos, D., & Brotman, L. M. (2015). Early Academic Achievement Among American Low-Income Black Students from Immigrant and Non-Immigrant Families. Prevention science: the official journal of the Society for Prevention Research , 16 (8), 1159–1168. https://doi.org/10.1007/s11121-015-0570-y
DiBello, L., & Pritchett, S. (2012). Perspectives on School Readiness and Pre-Kindergarten Programs: An Introduction. Childhood Education , 84 (5), 256-259. https://doi.org/https://www.researchgate.net/deref/http%3A%2F%2Fdx.doi.org%2F10.1080%2F00094056.2008.10523021
Heath, S., Bishop, D., Bloor, K., Boyle, G., Fletcher, J., & Hogben, J. et al. (2014). A Spotlight on Preschool: The Influence of Family Factors on Children’s Early Literacy Skills. Plos ONE , 9 (4), e95255. https://doi.org/10.1371/journal.pone.0095255
Pekdogan, S., & Akgul, E. (2016). Preschool Children’s School Readiness. International Education Studies , 10 (1), 144. https://doi.org/10.5539/ies.v10n1p144
