Teacher Perceptions of Kindergarten Readiness

Scanlon-Ramos, Caitlin

Dissertation

Teacher Perceptions of Kindergarten Readiness

Public Deposited

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Abstract

This qualitative study investigates teacher perceptions of kindergarten readiness, addressing a significant research gap regarding how educators interpret and prioritize the essential skills and behaviors necessary for children to succeed in their transition to formal schooling. The commencement of kindergarten is often determined by state- designated birthdate cut-offs, which can overlook the diverse factors influencing a child's readiness for learning. As many districts implement screening processes to assess children's preparedness, this research aims to explore how kindergarten teachers define readiness and the implications of their perceptions on instructional practices. The study highlights the importance of an "interactional relational" model of school readiness, which acknowledges that readiness is shaped by a child's experiences, skills, and the perspectives of the community and educators. Through semi-structured interviews with kindergarten teachers from various urban and suburban settings in New Jersey, the research identifies key competencies—such as social-emotional skills, communication, and self-regulation—that teachers prioritize over traditional academic abilities. Findings reveal a significant shift in expectations, with teachers increasingly pressured to emphasize academic skills due to state mandates and standardized testing. This shift raises concerns about the adequacy of early childhood education programs and the potential widening of achievement gaps among students. The study underscores the critical role that teacher beliefs play in shaping educational strategies and highlights the need for a balanced approach that integrates both academic and socio-emotional development. In conclusion, the research emphasizes the necessity for educational stakeholders to recognize and support the holistic nature of kindergarten readiness. By fostering environments that prioritize social-emotional learning alongside academic skills, educators can better prepare children for successful transitions into formal education. This comprehensive understanding of readiness not only benefits individual students but also contributes to a more equitable educational landscape, ensuring that all children are equipped to thrive in their academic journeys. The study advocates for standardized curricula that emphasize social-emotional learning and calls for increased training for educators to effectively implement these practices, ultimately enhancing the readiness of all children entering kindergarten.

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