Date of Award

Fall 12-2024

Degree Type

Dissertation

Degree Name

Executive Ed.D. in Education Leadership Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Daniel Gutmore, PhD

Committee Member

David Reid, PhD

Committee Member

Danielle Mirliss, EdD

Keywords

School readiness, kindergarten readiness, social and emotional learning, parent perceptions, teacher perceptions, early childhood

Abstract

School readiness includes a range of competencies and is influenced by both parental beliefs and teacher perceptions. Despite its significance, only a small number of states have an established definition of school readiness, which raises questions about how well stakeholder understandings align and the effectiveness of parental activities in promoting school readiness. In New Jersey, significant investments are being made to expand early educational opportunities, emphasizing the critical nature of this topic. With no standardized definition of school readiness and given the gaps in existing research, it is essential to explore the alignment between parent and teacher perceptions of school readiness, particularly regarding the role of social and emotional learning (SEL). The research examines the readiness characteristics valued by both groups, the activities parents engage in to promote readiness, and the relationship between these activities and their perceptions of readiness. By employing a qualitative research design, this research reveals nuanced perspectives that can inform practices for enhancing children's transitions into formal schooling. Overall, the study found that parents and teachers are generally aligned in that they both view academic skills and social and emotional skills as essential to school readiness. However, misalignments were identified in the actual activities that parents engage in with their children to prepare them for school. Parents prioritized academic skills and structured activities, while teachers emphasized social-emotional development and overall well-being. The findings highlight differing priorities between the two groups, suggesting a need for evidence-based practices to better support preschool-age children in their transition to kindergarten.

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