Literaturnachweis - Detailanzeige
Autor/inn/en | Wesley, Patricia W.; Buysse, Virginia |
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Titel | Making Meaning of School Readiness in Schools and Communities. |
Quelle | In: Early Childhood Research Quarterly, 18 (2003) 3, S.351-75Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0885-2006 |
Schlagwörter | Administrator Attitudes; Age Grade Placement; Educational Philosophy; Educational Policy; Eligibility; Emotional Development; Expectation; Focus Groups; Parent Attitudes; Parents; Preschool Teachers; Principals; Public Policy; School Entrance Age; School Readiness; Social Development; Teacher Attitudes; Young Children Bildungsphilosophie; Erziehungsphilosophie; Politics of education; Bildungspolitik; Eignung; Gefühlsbildung; Expectancy; Erwartung; Elternverhalten; Eltern; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Principal; Schulleiter; Öffentliche Ordnung; Einschulungsalter; Readiness for school; School ability; Schulreife; Soziale Entwicklung; Lehrerverhalten; Frühe Kindheit |
Abstract | Explored perceptions of school readiness among preschool and kindergarten teachers, principals, and parents. Found participants experienced tensions related to their readiness views: conflict between personal teaching/learning philosophies and state expectations; pressure placed upon children, teachers, and families for children to perform; and inconsistency of defining kindergarten eligibility by chronological age and required entry skills. Devised recommendations for promoting strategies that foster readiness, increase professional accountability, and promote social/emotional development. (Author/KB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |