Abstract
This study aimed at investigating the views of kindergarten and first-grade teachers on school readiness. The study group of this study consisted of kindergarten (n=16) and first-grade teachers (n=16) working in public and private kindergartens and primary schools affiliated with the Ministry of National Education in Istanbul, Turkey. The phenomenology model, one of the qualitative research designs, was adopted in this study. The “Semi-Structured Teacher Interview Form” prepared by Erkan was used to determine the opinions of teachers on school readiness. The data obtained from the study were analyzed by using the content analysis technique. In addition to this, the opinions of kindergarten and first-grade teachers on school readiness were included with direct quotations. As a result of this study, it was determined that kindergarten and first-grade teachers had similar and different opinions on school readiness. Recommendations were provided in line with the findings obtained.
Highlights
Starting school is one of the most significant milestones in a child’s life
Participants The study group of this study consisted of 16 kindergarten teachers working in public and private kindergartens affiliated to the Ministry of National Education in Istanbul, Turkey, in the 20192020 academic year and 16 first-grade teachers working in primary schools
The demographic characteristics of the kindergarten and first-grade teachers constituting the study group were as follows: All of the kindergarten teachers (n=16) in the study group were women and 81.2% of the teachers were 26-30 years old. 62.6% of the kindergarten teachers had a bachelor’s degree, 18.8% had a master’s degree, and 18.8% had an associate degree. 68.8% of the kindergarten teachers had 0-5 years of professional experience while 31.2% had 6-10 years of professional experience. 75% of kindergarten teachers worked in a kindergarten affiliated with a private primary school while the remaining 25% worked in a kindergarten affiliated with a public primary school. 75% of the kindergarten teachers worked full time while the remaining 25% worked part-time
Summary
Starting school is one of the most significant milestones in a child’s life In this process, the child steps into an institution and a different environment outside his/her family where he/she was born and grew up and where he/she feels safe in every sense. The child steps into an institution and a different environment outside his/her family where he/she was born and grew up and where he/she feels safe in every sense This new environment is a social environment different from home and includes its own rules, duties, responsibilities, and new life experiences. In this new social environment, the child encounters tasks such as participating in planned and programmed teaching activities required by formal education for the first time and learning literacy and basic arithmetic skills, which are the most important tasks of the first grade of primary education. This way, educational costs will decrease, and the quality of education will increase as the number of drop-outs and grade repetitions decrease (Myers, 1992)
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