Parent and Teacher Perceptions of ESL and Non-ESL Preschoolers' School Readiness

Autor/inn/en	Manfra, Louis; Larsen, James A.; Turley, Danielle; Han, Seunghee; Lorio, Alicia
Titel	Parent and Teacher Perceptions of ESL and Non-ESL Preschoolers' School Readiness
Quelle	In: Educational Psychology, 43 (2023) 8, S.947-966 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Manfra, Louis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2023.2270646
Schlagwörter	Parent Attitudes; Teacher Attitudes; English (Second Language); Second Language Learning; Preschool Children; School Readiness; Literacy; Numeracy; Florida + Suchen Sie Ihr Suchwort? Elternverhalten; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz
Abstract	In this study, we explore parent and teacher perceptions of school readiness (SR) among 4-year-olds learning English as a second language (ESL) and native English-speaking 4-year-olds and compare these perceptions to child scores. Child assessments focused on letter and numeral knowledge. These data were collected from 387 children (52% boys), including 28% ESL children. Adult perspectives were collected from 141 parents (who rated one child each) and from 30 teachers (who rated 380 children). Findings indicated (a) children's letter and numeral knowledge did not significantly vary by ESL status; (b) teachers, but not parents, rated ESL children significantly lower on literacy knowledge compared to non-ESL children; (c) teacher and, to a lesser extent, parent perceptions of children's literacy and numeracy knowledge were positively associated with children's scores; and (d) teacher perception of numeracy was significantly more aligned with children's numeral knowledge compared to parent perception. Discussion of these findings is included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01