Defining School Readiness in Maryland: A Multi-Dimensional Perspective. Publication #2012-44

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Autor/inn/en	Forry, Nicole; Wessel, Julia
Institution	Child Trends
Titel	Defining School Readiness in Maryland: A Multi-Dimensional Perspective. Publication #2012-44
Quelle	(2012), (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comprehension; School Readiness; Disadvantaged Youth; Kindergarten; Motor Development; Learning Readiness; Well Being; Child Development; Psychomotor Skills; Social Development; Emotional Development; Language Skills; At Risk Students; Mathematics Skills; Thinking Skills; Science Process Skills; Social Studies; Focus Groups; Child Health; Portfolio Assessment; Comparative Analysis; Teacher Attitudes; Preschool Teachers; Administrators; Child Care; Caregivers; Attitude Measures; Daily Living Skills; Teaching Methods; Curriculum; Transitional Programs; Parent Participation; Professional Development; Maryland + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Readiness for school; School ability; Schulreife; Benachteiligter Jugendlicher; Motorische Entwicklung; Lernbereitschaft; Well-being; Wellness; Wohlbefinden; Kindesentwicklung; Psychomotorische Aktivität; Soziale Entwicklung; Gefühlsbildung; Language skill; Sprachkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Gemeinschaftskunde; Portfoliobeurteilung; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kinderfürsorge; Kinderbetreuung; Caregiver; Carer; Betreuungsperson; Pfleger; Alltagsfertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Curricula; Lehrplan; Rahmenplan; Elternmitwirkung
Abstract	Increased emphasis has been placed on children's ability to enter kindergarten ready to learn, a concept referred to as "school readiness." School readiness has been defined by the Maryland State Department of Education as "the stage of human development that enables a child to engage in, and benefit from, primary learning experiences." Components of school readiness include physical well-being and motor development, social and emotional capabilities, and language and comprehension skills, coupled with general knowledge that allows a child to enter a classroom ready to work. Children who are prepared for school upon kindergarten entry typically have a positive trajectory in their educational career. However, research has shown that children from disadvantaged backgrounds lag behind their more affluent peers on a range of cognitive and social skills, and that these disparities begin well before children enter kindergarten. Maryland has implemented the Maryland Model for School Readiness (MMSR), a state-wide system to support school readiness, including instruction, assessment, professional development opportunities, and transition practices which include communication with families, collaboration and coordination between preschool, prekindergarten and kindergarten teachers. The MMSR includes early learning standards covering seven domains of learning: social and personal development, language and literacy, mathematical thinking, scientific thinking, social studies, the arts, and physical development and health. The assessment component of the MMSR uses specific indicators of the Work Sampling System[TM], a portfolio-based assessment system that aligns to the Maryland State Curriculum Standards for pre-kindergarten and kindergarten in the seven domains of learning. This research brief aims to provide information that can help shape professional development and quality supports aimed at improving children's school readiness through early care and education. Drawing from qualitative data, this brief begins by comparing and contrasting center directors, family child care providers, and kindergarten teachers' definitions of school readiness. Next, early care and education providers' roles in preparing children for school are explored from the perspectives of each of these respondent groups. Finally, supports and challenges in preparing children for school are presented and implications for policies, programs, and future research are shared. (Contains 3 tables and 17 footnotes.) (ERIC).
Anmerkungen	Child Trends. 4301 Connecticut Avenue NW Suite 350, Washington, DC 20008. Tel: 202-572-6000; Fax: 202-362-8420; Web site: http://www.childtrends.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10