TY - JOUR
T1 - A comparison of preschool and kindergarten teacher expectations for school readiness
AU - Hains, Ann Higgins
AU - Fowler, Susan A.
AU - Schwartz, Ilene S.
AU - Kottwitz, Esther
AU - Rosenkoetter, Sharon
N1 - Funding Information:
Preparation of this article was supported in part by the Handicapped Children's Early Education Program Demonstration Grant #024BH50009 and the National Institute of Mental Health Grant/fROI-MH 20410-15. The authors gratefully acknowledge the assistance of Bill Helling in the data management of this study.
PY - 1989/3
Y1 - 1989/3
N2 - The purpose of this study was to obtain information on those school skills that preschool and kindergarten teachers expect children to display in regular kindergarten classrooms. The Skill Expectation Survey for Kindergarten Readiness (SESKR) was administered to 21 preschool teachers and 28 kindergarten teachers from two school districts in Kansas. All teachers were interviewed in person regarding the following, categories of skills: academic, independent work, instruction-following, activity transitions, communication, social interaction, self-care, large group, and conduct. The results of the survey indicate that preschool teachers had higher expectations than did kindergarten teachers for kindergarten entry skills. Preschool teachers' expectations approximated the kindergarten teachers' expectations of children's performance at kindergarten exit. The survey may be most useful in providing a framework for teachers to discuss school readiness expectations.
AB - The purpose of this study was to obtain information on those school skills that preschool and kindergarten teachers expect children to display in regular kindergarten classrooms. The Skill Expectation Survey for Kindergarten Readiness (SESKR) was administered to 21 preschool teachers and 28 kindergarten teachers from two school districts in Kansas. All teachers were interviewed in person regarding the following, categories of skills: academic, independent work, instruction-following, activity transitions, communication, social interaction, self-care, large group, and conduct. The results of the survey indicate that preschool teachers had higher expectations than did kindergarten teachers for kindergarten entry skills. Preschool teachers' expectations approximated the kindergarten teachers' expectations of children's performance at kindergarten exit. The survey may be most useful in providing a framework for teachers to discuss school readiness expectations.
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U2 - 10.1016/S0885-2006(89)90090-2
DO - 10.1016/S0885-2006(89)90090-2
M3 - Article
AN - SCOPUS:38249025473
SN - 0885-2006
VL - 4
SP - 75
EP - 88
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
IS - 1
ER -