A Paradigm Shift in School Readiness: A Comparison of Parents', Pre-Service and Inservice Preschool Teachers' Views

Autor/in	Altun, Dilek
Titel	A Paradigm Shift in School Readiness: A Comparison of Parents', Pre-Service and Inservice Preschool Teachers' Views
Quelle	In: International Journal of Progressive Education, 14 (2018) 2, S.37-56 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	School Readiness; Phenomenology; Parent Attitudes; Student Attitudes; Teacher Attitudes; Preservice Teachers; Semi Structured Interviews; Child Development; Cognitive Ability; Psychomotor Skills; Parent Role; Teacher Role; Foreign Countries; Coding; Mothers; Fathers; Siblings; Preschool Teachers; Influences; Preschool Education; Social Influences; Turkey + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Phenomenological psychology; Phänomenologie; Psychologie; Elternverhalten; Schülerverhalten; Lehrerverhalten; Kindesentwicklung; Denkfähigkeit; Psychomotorische Aktivität; Parental role; Elternrolle; Lehrerrolle; Ausland; Codierung; Programmierung; Mother; Mutter; Sibling; Geschwister; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Influence; Einfluss; Einflussfaktor; Sozialer Einfluss; Türkei
Abstract	School readiness is associated with children's subsequent school based-outcomes. School readiness covers skills, behaviors, and attitudes related to whole child development. It is a multidimensional issue regarding readiness in children, and for parents and schools. Therefore, the issue concerns parents, teachers, and researchers. In the present study, a phenomenological research design was used to examine and compare parents', pre-service and in-service preschool teachers' views on school readiness. The participants of this study were 50 parents, 50 pre-service and 50 in-service preschool teachers. The participants were selected using the purposive sampling method. Semi-structured interview protocols were used to collect the data. The participants were asked four main questions regarding the definition of school readiness, factors related to school readiness, problems in school readiness, and their suggestions for improvements in school readiness. The findings revealed that the participants mostly defined school readiness from a maturationalistic perspective regarding children's developmental domains, especially cognitive and psychomotor skills. Mothers and preschool teachers were described as the most effective people in the school readiness process. Participants' explanations regarding problems in the school readiness process and their suggestions to improve children's school readiness were discussed in light of the literature. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://www.inased.org/ijpe.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01