School Readiness Research Articles

Perception of Quality of Life among Fifth Grade Preparatory School Students in Baghdad

The research aims to study the quality of life among preparatory school students in Baghdad, particularly in the context of current social circumstances, encompassing both male and female students. The study utilizes a quality-of-life scale developed by Noor Latif Abdul Zahra, comprising 54 items distributed across ten dimensions. These dimensions include physical health, mental skills, psychological well-being, resilience, optimism and satisfaction, self-independence and self-efficacy, job satisfaction, social support, social status, and moral values. The research problem revolved around the question: "Is there a sense of quality of life among fifth-grade preparatory school students (both males and females)?" The researchers established the scientific foundations of the scale and, after validating its reliability, distributed it to 40 preparatory school students (both males and females) in Baghdad. After statistically analyzing the data, the researchers found that preparatory school students (males and females) indeed perceive a high quality of life. Furthermore, female students outperformed their male counterparts in all dimensions and the overall quality of life score, and this achieves one of the sustainable development goals of the United Nations in Iraq which is (Quality Education). Based on their findings, the researchers recommend the utilization of the quality-of-life scale and suggest generalizing the results of the current study to other age groups of students. They also emphasize the need to consider the psychological issues faced by students and to develop adequate and effective strategies for addressing these issues within educational programs.

Investing in Child Health Through Alternative Payment Models: Lessons From North Carolina Integrated Care for Kids.

Pediatric value-based payment reform has been hindered by limited return on investment (ROI) for child-focused measures and the accrual of financial benefits to non-health care sectors. States participating in the federally-funded Integrated Care for Kids (InCK) models are required to design child-centered alternative payment models (APMs) for Medicaid-enrolled children. The North Carolina InCK pediatric APM launched in January 2023 and includes innovative measures focused on school readiness and social needs. We interviewed experts at NC Medicaid managed care organizations, NC Medicaid, and actuaries with pediatric value-based payment experience to assess the NC InCK APM design process and develop strategies for future child-focused value-based payment reform. Key principles emerging from conversations included: accounting for payer priorities and readiness to implement measures; impact of data uncertainty on investment in novel measures; misalignment of a short-term ROI framework with whole child health measures; and state levers like mandates and financial incentives to promote implementation.

Online testing and assessment in the English as a foreign language context: Teachers' perspectives

As online assessment is a rather new phenomenon, available research regarding it is limited, and most of the research in literature today examines the views of students regarding online assessment as they are one of the most important stakeholders of exams. On the other hand, although they are the basic users and practitioners of the system, studies on the views and perspectives of instructors on online assessment in the context of English as a foreign language (EFL) are limited in number. With these concerns in mind, this study aims to explore English instructors’ perspectives of online assessment in tertiary educational institutions in Turkey with regard to their general views on online assessment, along with their views on affective factors, validity, reliability, security, practicality, and the impacts of online assessment on teaching and learning. In this descriptive study, the data were collected from 302 English instructors working at English preparatory schools in various universities in Turkey through a background questionnaire and the Student Perceptions of e-Assessment Questionnaire (SPEAQ). The results show that instructors' overall perspectives on online assessment are neutral.

Enhancing early language and literacy skills for racial/ethnic minority children with low incomes through a randomized clinical trial: The mediating role of cognitively stimulating parent-child interactions.

Parenting is a critical mediator of children's school readiness. In line with this theory of change, data from the randomized clinical trial of Smart Beginnings (tiered Video Interaction Project and Family Check-Up; N = 403, treatment arm n = 201) were used to examine treatment impacts on early language and literacy skills at child age 4 years (nLatinx = 168, nBlack = 198, nMale = 203), as well as indirect impacts through parental support of cognitive stimulation at child age 2 years. Although results did not reveal direct effects on children's early skills, there were significant indirect effects for early literacy (β = .03, p = .05) and early language (β = .04, p = .04) via improvements in parental cognitive stimulation. Implications for interventions targeting parenting to improve children's school readiness beginning at birth are discussed.

PEMBELAJARAN BERDIFERENSIASI SEBAGAI MODUL AJAR PROJEK PENGUATAN PROFIL PELAJAR PANCASILA PADA SMK

This research was conducted due to the policy of renewing the national curriculum to the Merdeka Belajar curriculum, which contains Differentiated Learning approach and the Project for Strengthening the Pancasila Student Profile (P5) for elementary to high school levels. The interesting thing to study here is how to implement this policy in the realm of vocational education at SMK (Vocational High School). This research aims to investigate how the differentiated learning approach is implemented on the Project for Strengthening the Pancasila Student Profile in vocational schools. This research uses a qualitative approach with descriptive analysis methods. Data collection uses observation, interviews, and documentation studies. Miles and Huberman's interactive analysis techniques are used in data analysis, including data reduction, display, and conclusion drawing. This research shows that planning involves analyzing school readiness, forming committees, establishing success indicators, providing P5 training for teachers, mapping students using diagnostic assessments, determining P5 themes, and designing learning modules. Implementation includes P5 socialization, differentiated learning processes, product guidance, and productive expo projects. Evaluation has been carried out through reflection sessions at the end of each lesson, performance rubrics, and written tests. In general, a differentiated learning approach as module for the Project for Strengthening the Profile of Pancasila Students in Vocational Schools has been implemented continuously and has had a positive impact on students, as shown by increased enthusiasm and satisfactory assessment results.

Transformasi Kurikulum di Era Globalisasi: Keterbatasan Sarana dan Prasarana yang Mumpuni

Curriculum is the most important thing in education because curriculum is a guide and reference for the implementation of education. A good curriculum is a dynamic curriculum which is a curriculum that appropriate to the times and global conditions so that the curriculum will continue to change. The curriculum change process is a complicated process and requires preparation from various aspects. In the process of changing Kurikulum 2013 to Kurikulum Merdeka, school readiness is required, for example, the aspect of developing facilities and infrastructure. Facilities and infrastructure are very important in educational activities because they will really support students in learning.

Dialogic Reading Strategy for Billingual Child with Language Difficulties

Development of language skills is an important factor in determining children's school readiness. However, problems in language development and communication in early childhood are common. Difficulties in children's language development can have impacts on social engagements, familial dynamics, and scholastic accomplishments. This study aims to assess the efficacy of dialogic reading intervention programs to enhance oral language skills in bilingual children with language difficulties. This study used a quasi-experimental research method, focused on a single participant, utilizing observation for data collection. Quantitative descriptive analysis was employed for data interpretation. The outcomes of this study found that the dialogic reading intervention program was effective in improving children's oral language skills as seen from the number of word responses on pretest and posttest. These findings can provide valuable insights for parents and educators in developing strategies to foster children's oral language skills

Predicting child development and school readiness, at age 5, for Aboriginal and non-Aboriginal children in Australia's Northern Territory.

Positive early development is critical in shaping children's lifelong health and wellbeing. Identifying children at risk of poor development is important in targeting early interventions to children and families most in need of support. We aimed to develop a predictive model that could inform early support for vulnerable children. We analysed linked administrative records for a birth cohort of 2,380 Northern Territory children (including 1,222 Aboriginal children) who were in their first year of school in 2015 and had a completed record from the Australian Early Development Census (AEDC). The AEDC measures early child development (school readiness) across five domains of development. We fitted prediction models, for AEDC weighted summary scores, using a Partial Least Square Structural Equation Model (PLS-SEM) considering four groups of factors-pre-pregnancy, pregnancy, known at birth, and child-related factors. We first assessed the models' internal validity and then the out-of-sample predictive power (external validity) using the PLSpredict procedure. We identified separate predictive models, with a good fit, for Aboriginal and non-Aboriginal children. For Aboriginal children, a significant pre-pregnancy predictor of better outcomes was higher socioeconomic status (direct, β = 0.22 and indirect, β = 0.16). Pregnancy factors (gestational diabetes and maternal smoking (indirect, β = -0.09) and child-related factors (English as a second language and not attending preschool (direct, β = -0.28) predicted poorer outcomes. Further, pregnancy and child-related factors partially mediated the effects of pre-pregnancy factors; and child-related factors fully mediated the effects of pregnancy factors on AEDC weighted scores. For non-Aboriginal children, pre-pregnancy factors (increasing maternal age, socioeconomic status, parity, and occupation of the primary carer) directly predicted better outcomes (β = 0.29). A technical observation was that variance in AEDC weighted scores was not equally captured across all five AEDC domains; for Aboriginal children results were based on only three domains (emotional maturity; social competence, and language and cognitive skills (school-based)) and for non-Aboriginal children, on a single domain (language and cognitive skills (school-based)). The models give insight into the interplay of multiple factors at different stages of a child's development and inform service and policy responses. Recruiting children and their families for early support programs should consider both the direct effects of the predictors and their interactions. The content and application of the AEDC measurement need to be strengthened to ensure all domains of a child's development are captured equally.

Effects of Explicit Language Instruction on Students’ Vocabulary Retention and Reading Comprehension Skills

The study investigated the effects of explicit vocabulary instruction on students’ vocabulary retention, and on their reading comprehension in 11th grade at Shinta Preparatory School, Gondar. The study was a quasi-experimental in design. Out of the five sections, two sections (11th C= and 11th E=: a total of 93 students) were randomly selected. Explicit instruction was used for the experimental group whereas conventional methods were used for the control group. In addition, vocabulary retention and reading comprehension tests were used to collect data. Accordingly, the results of the independent sample t-test showed that there was a statistically significant difference between the experimental, and the control groups in their vocabulary retention (P < 0.05, i.e., p = 0.003), and in their reading comprehension (p < 0.05, i.e., p = 0.000) respectively. Similarly, a paired sample t-test was used to compare post-test, and delayed post-test results. The result of the comparison showed that the experimental group retained more vocabulary than the control group since the mean difference between the tests was close to zero (i.e., 0.120) and p > 0.05. Finally, the overall test results indicated that explicit instruction improved students’ vocabulary retention and reading comprehension than conventional methods. Thus, the findings from this study pointed out that explicit vocabulary instruction was one of the most effective methods for improving students’ vocabulary retention and reading comprehension.

The School Readiness in Implementing the Merdeka Curriculum in Pekanbaru : A Survey of Teachers and Students' Perspectives

This study aims to assess the school readiness in implementing the Merdeka Curriculum in the Year 2022/2023 at several SMA/SMK in Pekanbaru City. This study used a descriptive quantitative with a survey metod. Data collection techniques are carried out using questionnaires and observations, with a sample of 32 SMA/SMK selected through a purposive sampling technique. Data analysis techniques using descriptive analysis according to the variables that had been determined. Based on the research results show that the school's understanding of the Merdeka Curriculum was very high, reaching 94%. In total, 81% of SMA / SMK have met the requirements and have been appointed by the Indonesian Minister of Education, Culture, Research and Technology (Mendikbudristek) to implement the Merdeka Curriculum. Teachers' competence in supporting the Merdeka Curriculum reached 75%. In terms of students’ participation in effective learning, it is not optimal since it reached only 16%. It is necessary to improve policy and procedural support, around 62% stated this. However, only 56% of schools use learning modules from the Mendikbudristek. Besides, the use of the Minimum Competency Assessment (MCA) and Character Survey also reached 56%, while the use and preparation of independence learning lesson plans reached 62%. In conclusion, a number of challenges remain in the implementation of the Merdeka Curriculum in SMA/SMK, especially related to infrastructure, student participation, and policy support, but it has also achieved some level of success in terms of teacher competence and the use of teaching materials.

Are South African children on track for early learning? Findings from the South African Thrive By Five Index 2021 Survey

We report on a national South African multistage cluster sampling survey of early development in 5,222 children aged 50-59 months enrolled in preschool programmes. Children were assessed on the Early Learning Outcomes Measure (ELOM 4&5), the ELOM Social-Emotional Rating Scale, and linear growth (height-for-age), in the last quarter of 2021. ELOM 4&5 is standardised for South Africa and measures development in five domains: Gross Motor, and Fine Motor Development, Numeracy and Mathematics, Cognition and Executive Functioning, and Literacy and Language skills. Cut scores are used to classify children as On Track, Falling Behind, or Falling Far Behind expected developmental standards. Post-survey weights were computed, permitting us to interpret results as representative of children attending early learning programmes. Only 45.7% of the sample were On Track overall. Apart from Literacy and Language (54.7%), no other domain exceeded 50% On Track. Children who were better off socio-economically achieved higher scores (except for Gross Motor Development). Height-for-age measurements revealed a stunting rate of 5.1%, (>8.8% in one province). A mixed linear model analysis showed that age, sex, quintile, growth status, and socio-emotional score were significant predictors of the total ELOM 4&5 score, with growth status and quintile being stronger predictors. The results indicate concerningly poor preparedness for school. Two further surveys prior to 2030 will be undertaken and used to establish the country’s progress toward meeting Sustainable Development Goal 4.2: “all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education”.

Students’ Perceptions of The Use of ICT Tools in Language Preparatory School

This article examines the role, advantages, and obstacles associated with the utilization of Information and Communication Technology tools in the context of language learning and teaching. The primary objective of this study is to explore the advantages of technology tools throughout various domains of life, particularly in the context of education, encompassing students, instructors, and parents. Additionally, this study aims to investigate both the detriments and advantages associated with using these tools. This study utilized a Likert-scale questionnaire administered through Google Forms to gather student perspectives. Additionally, face-to-face interviews were done with a sample size of 31 students. Upon analysis of the findings, it was discovered that the students had a predominantly favorable disposition towards these instruments. They stated that these tools contributed to their language learning and improved language skills. According to the findings of the study, the mobile phone emerged as the predominant instrument among students, with a utilization rate of 84%. Furthermore, certain drawbacks have been identified through empirical investigations, in addition to the mentioned advantages. Recent findings indicate that the utilization of Information and Communication Technology (ICT) tools in educational settings has been associated with many negative consequences. These include the potential for distraction among students, their increased isolation, and the exacerbation of existing disparities among students from diverse economic backgrounds. The prevailing consensus derived from extensive study suggests that Information and Communication Technology (ICT) tools possess a greater number of benefits in the realm of language learning and instruction, as opposed to drawbacks.

The Effects of Ecology-Oriented Instruction on Enhancing EFL Learner’s Writing Competence

The twenty-first century has witnessed an unprecedented pace of environmental issues with catastrophic consequences. Accordingly, an increasing number of initiatives have been seized to solve ecological problems in cooperation. In this regard, integrating eco-friendly practices into EFL classes has received considerable attention globally. However, the effects of ecology-oriented writing instruction have not been explored thoroughly in the Iraq context. Thus, this study was carried out to fill this gap in the literature with 30 EFL learners who studied at a language preparatory school of a private university in the spring semester of the 2022-2023 Academic Year in Erbil. Participants, whose ages were between 18 and 24, were chosen through the convenience sampling method. The study lasted eight weeks when data were gathered via writing exams and interviews in this explanatory sequential mixed-methods research design study. Control group students were exposed to traditional instruction, while experimental group students’ lessons were enriched by ecology-oriented writing topics. The in-depth analysis was performed through SPSS 27 and NVivo. The former revealed that experimental group students increased their writing competence more substantially than the control group students. Likewise, interview findings unearthed that students’ awareness about ecological problems increased dramatically in the experimental group, while the difference was not significant in the control group. The findings of this study may drive authorized bodies to integrate eco-friendly approaches into academic writing lessons on a global scale.

Pre-Primary Education and School Readiness Amid the COVID-19 Pandemic: Evidence From Ethiopia

ABSTRACT This article investigates to what extent disrupted schooling due to the COVID-19 pandemic has affected pre-primary-age children’s school readiness in Ethiopia. We use data on early numeracy of 2,640 children collected before and after the eight-month school closure to assess their learning progress in the context of COVID-19. We find that children who attended pre-primary school prior to the school closures performed better than those who did not after schools re-opened, and made greater gains in early numeracy at primary school entry. For children who attended pre-primary education, boys, children with literate caregivers, and those from wealthier families show significantly greater learning gains than their peers, which raised concerns about widening learning inequality as a result of the pandemic. Given that pre-primary education was the most neglected part of the government’s COVID-19 education response, these findings point to an urgent need for political leadership to prioritize pre-primary education in responding to the current and future crises.

Factors associated with low school readiness, a linked health and education data study in Wales, UK

Background School readiness is a measure of a child’s cognitive, social, and emotional readiness to begin formal schooling. Children with low school readiness need additional support from schools for learning, developing required social and academic skills, and catching-up with their school-ready peers. This study aims to identify the most significant risk factors associated with low school readiness using linked routine data for children in Wales. Method This was a longitudinal cohort study using linked data. The cohort comprises of children who completed the Foundation Phase assessment between 2012 and 2018. Individuals were identified by linking Welsh Demographic Service and Pre16 Education Attainment datasets. School readiness was assessed via the binary outcome of the Foundation Phase assessment (achieved/not achieved). This study used multivariable logistic regression model and a decision tree to identify and weight the most important risk factors associated with low school readiness. Results In order of importance, logistic regression identified maternal learning difficulties (adjusted odds ratio 5.35(95% confidence interval 3.97–7.22)), childhood epilepsy (2.95(2.39–3.66)), very low birth weight (2.24(1.86–2.70), being a boy (2.11(2.04–2.19)), being on free school meals (1.85(1.78–1.93)), living in the most deprived areas (1.67(1.57–1.77)), maternal death (1.47(1.09–1.98)), and maternal diabetes (1.46(1.23–1.78)) as factors associated with low school readiness. Using a decision tree, eligibility for free school meals, being a boy, absence/low attendance at school, being born late in the academic year, being a low birthweight child, and not being breastfed were factors which were associated with low school readiness. Conclusion This work suggests that public health interventions focusing on children who are: boys, living in deprived areas, have poor early years attendance, have parents with learning difficulties, have parents with an illness or have illnesses themselves, would make the most difference to school readiness in the population.

Multicenter study to describe viral etiologies, clinical profiles, and outcomes of hospitalized children with severe acute respiratory infections, Egypt 2022

In late 2022, severe acute respiratory infections (SARI) surveillance reported an abrupt increase in non-COVID-19 infections among children after three years of drastic reductions. Signals of increased absenteeism due to respiratory symptoms among primary and preparatory school children were detected by Event-Based Surveillance. We conducted a hospital-based survey of children who were admitted with SARI to identify the causative pathogen(s) and estimate the burden of infection. A survey was conducted among children < 16 years in 21 referral hospitals in the three governorates with the highest SARI rates. Patients’ demographics, clinical symptoms, and severity were collected from medical records using a line list. Patients were swabbed and tested for a panel of 33 respiratory pathogens by RT-PCR at the Central Laboratory in Cairo. Descriptive data analysis was performed for demographic data. Patients’ characteristics were compared by causative agents’ clinical picture and severity using Chi2 with a p < 0.05 significance. Overall, 317 patients were enrolled, 58.3% were ≤ 1 year of age, 61.5% were males. Of 229 (72.7%) of positively tested patients, viruses caused 92.1% including RSV 63.8%, Rhinovirus 10.0%, Influenza 9.2%, Adenovirus 5.2%, and 1.3% co-infected with two viruses. Bacteria caused 3.5% of cases and 4.4% had mixed viral-bacterial infections. Rhinovirus was the most common cause of death among children with SARI, followed by RSV (8.7% and 1.4%), whereas influenza and Adenovirus did not result in any deaths. Patients with viral-bacterial infections are more likely to be admitted to ICU and die at the hospital than bacterial or viral infections (60% and 20% vs. 31.8% and 1.9% vs. 12.5% and 12.5%, p < 0.001). Viruses particularly RSV are the leading cause of SARI causing significant health problem among children < 16 years in Egypt. Bacterial on top of viral infection can worsen disease courses and outcomes. Studies are required to estimate the SARI burden accurately among Egyptian children and a comprehensive approach tailored to Egypt is necessary to reduce its burden.

Kindergarten as an Environment Supporting the Development of the Child. Content Analysis of Polish Core Curriculum of Preschool Education in the Perspective of One of the Concepts of Pedagogization

The area of interest in the text is the assumed activity of the kindergarten as an institution that is assumed to support the development of the child. The inspiration and justification for undertaking the consideration of this issue are both the content of the dominant discourses on childhood and the importance of early education. The interpretative perspective of the kindergarten activity has been established as one of the concepts of pedagogization, for which the axial category is the facilitation of the child’s development. In order to answer the formulated research questions, the content of the Core Curriculum of Preschool Education was analysed. The most important conclusion of the research is expressed in the statement that regardless of the fact that the kindergarten is to support the child’s development in four key areas, the support is fragmentary in nature emphasizing the competences related mainly to the readiness for school.

Dual language learners: Influence of parent education & mobility on school readiness

This study explored the relations between parental formal education, residential mobility, and children's school readiness in a sample of 509 Head Start children, 30% of whom were Spanish-speaking Dual Language Learners (DLLs). Additionally, it explored whether the relations between these demographic factors and school readiness varied as a function of DLL status. Results indicated that parental formal education was associated with higher math and literacy scores, but residential mobility was only marginally associated with lower literacy and math scores. Moreover, the relation between residential mobility and early math varied as a function of DLL status. Additionally, the relation between parent formal education and early math also varied as a function of DLL status. These interactions were not found between residential mobility, parent education, and early literacy. Findings highlight the differential influence of demographic factors on DLLs' school readiness.

Paternal influences on children's school readiness

In recent decades, a societal shift in paternal parenting has influenced family health, wellbeing and child development, with modern fathers appearing to have greater caregiver responsibilities compared to previous generations. This article aims to explore the paternal influences of father–child relationships on school readiness. Ten studies were critically reviewed from the literature. The findings suggest that positive father–child play interactions influence child development. Warm, sensitive and supportive parenting was recognised to promote child development and facilitate school readiness. Health visitor practice was explored and it is concluded that effective public health approaches must be used to ensure father-inclusive practice so that children's school readiness can be facilitated.

“We need to prepare and adjust”: The school readiness beliefs and practices of Korean families with preschool-aged children

Koreans, as the seventh largest ethnic group in the United States, are underrepresented in educational research. There have been mixed findings on Korean caregivers’ practices which may be due to several factors including both cultural as well as generational changes in how Korean caregivers raise and educate their child. As a part of a larger mixed-method study that examined the effects of school readiness program for Korean preschoolers in the U.S., the current qualitative study explored fourteen Korean caregivers’ beliefs and practices related to school readiness through in-depth interviews. Findings revealed that Korean caregivers’ beliefs related to school readiness included: (1) importance of relationships, (2) emphasis on rules and social manners, (3) early literacy as a foundation for different subject areas, and (4) English as a means for effective communication and adjustment to school. . In terms of practices, Korean caregivers reported (1) use of workbooks and tutoring (2) using naturalistic opportunities for social emotional learning; (3) developing a structured routine, and (4) use of sports and outdoor activities. Implications for culturally responsive, family-centered practice, policies, and research are presented.