Abstract
The purpose of this study was to examine the necessity levels of children's school readiness skills held by Jordanian kindergarten teachers. The sample consisted of 347 teachers drawn from the public and private kindergarten education sectors. The school readiness data collection instrument included seven readiness domains with a total of 39 skills. Teachers evaluated the necessity level of each readiness skill for children to succeed in kindergarten. The results of this study indicated that teachers expected children to have average levels of readiness skills upon entering kindergarten. Among the domains, teachers expected the physical skills domain as the most necessary for kindergarten success, while the reading skills domain was perceived as the least necessary. Analysis also revealed significant differences between public and private kindergarten teachers in their level of expectations for school readiness skills.
Published Version
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