Abstract
The purpose of this study is to examine preschool teachers’ perspectives about children’s school readiness. Qualitative and quantitative research methods were used in the study as a mixed method research. Data, in the quantitative aspects of the research, were collected through the use of “School Readiness Form” developed by Boz (2004) and “School Readiness Checklist for 5-6 Age Children” developed by the researchers; from 204 preschool teachers. In the qualitative part of the research, open-ended questions were asked for preschool teacher to determine their opinions about children’s school readiness. While findings obtained from quantitative aspect revealed that there is a relationship between the skills that children must have and their school readiness; in the qualitative part of the research participants presented an opinion that academic, social communication skills, maturity, communication with parents and the developmental areas have an effect on children’s school readiness. In the study, qualitative and quantitative findings were coincided. Some recommendations are made in terms of findings.
Highlights
Childhood years are important period in terms of both for social, emotional, cognitive development and for required prior knowledge, skills and experiences of children to start to school (Kleeck & Schuele, 2010)
Teachers stated that academic skills, gathering and maintaining attention, social communication skills and literacy skills must be at medium level for children’s school readiness
Boz (2004) in her research worked related with school readiness remarked that children should have these skills and these are basis for primary school
Summary
Childhood years are important period in terms of both for social, emotional, cognitive development and for required prior knowledge, skills and experiences of children to start to school (Kleeck & Schuele, 2010). Şenol (2005) stated the factors affecting school readiness of children in the following way: For a school age child, starting school is as difficult as stepping into a brand-new world and sustaining a life for a new-born infant. There are many factors affecting children’s adaptation to school environment. Teachers, environment and school facilities are considered among these factors. Children’s readiness and affecting factors have to be prepared for a proper school readiness process. This process is more difficult for the children who did not go to preschool institutions such as kindergarten, nursery school, etc. Because school phobia makes difficult to adapt to school and ies.ccsenet.org
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