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Xumei Fan; Leigh Kale D'Amico; Janice Kilburn; Alexis Jones; Chelsea Richard; Lauren Zollars; Sommer Garrett; D'Arion Johnston – International Journal of Early Childhood, 2024
Based on the intersection of different systems at school entry, children and families often experience uncertainty about their preparedness and impending shift from other early childhood settings. This study used a mixed-methods explanatory sequential design and investigated the perspectives of parents and caregivers on kindergarten readiness with…
Descriptors: Transitional Programs, Kindergarten, Parents, Caregiver Attitudes
Nebraska Department of Education, 2021
This booklet is in response to commonly asked questions from parents about preparing for, and entering kindergarten. Some questions parents ask are about district policy. Nebraska has over 200 individual school districts, each having their own board, superintendent, and policies. The Nebraska Department of Education provides guidance and…
Descriptors: School Readiness, Kindergarten, Educational Policy, School Districts
Nebraska Department of Education, 2012
This booklet is in response to commonly asked questions from parents about preparing for, and entering kindergarten. Some questions parents ask are about district policy. Nebraska has over 200 individual school districts, each having their own board, superintendent, and policies. The Nebraska Department of Education provides guidance and…
Descriptors: School Readiness, Kindergarten, Educational Policy, School Districts
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Murray, Elizabeth; Harrison, Linda Joan – Educational Psychology, 2011
This study investigated the extent to which learning readiness, prior-to-school experiences, and child and family characteristics influence children's literacy and numeracy achievement across the first year of primary school. A sample of 104 kindergarten children was recruited from 16 classrooms and followed from the beginning to the end of their…
Descriptors: Learning Readiness, Family Characteristics, Academic Achievement, Numeracy
Partnership for Family Involvement in Education (ED), Washington, DC. – 2001
The most important thing that parents can do to help their children become ready to read and to learn is to read aloud to them. This brief provides guidance for parents in facilitating their child's emerging abilities. Suggestions for parents include talking with infants and young children before they learn to read, setting aside a reading time…
Descriptors: Emergent Literacy, Family Literacy, Learning Readiness, Parent Participation
Amundson, Kristen J. – 1999
Although many studies show that children who have rich early childhood experiences are better prepared for academic learning in school, many kindergarten teachers report that a large, and growing, number of children are not ready to learn when they arrive for their first day of school. This booklet, directed to parents, provides information on the…
Descriptors: Early Childhood Education, Learning Activities, Learning Readiness, Parent Child Relationship
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Clarke, Angela Teresa; Kurtz-Costes, Beth – Journal of Educational Research, 1997
Researchers examined relationships among children's television viewing, school readiness, parental employment, and the home environment's educational quality. Thirty low-income parents completed surveys. Their preschoolers completed IQ and school readiness assessments. Television viewing adversely related to school readiness and the home…
Descriptors: Child Development, Cognitive Development, Employment, Family Environment
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Piotrkowski, Chaya S.; Botsko, Michael; Matthews, Eunice – Early Childhood Research Quarterly, 2000
Compared the beliefs of preschool teachers, kindergarten teachers, and parents regarding children's school readiness in one mostly Hispanic and Black high-need urban school district. Found that parents held remarkably similar beliefs, regardless of ethnicity or education. Parents rated all classroom-related readiness resources such as…
Descriptors: Blacks, Compliance (Psychology), Early Childhood Education, Hispanic Americans
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Starkey, Prentice; Klein, Alice – Early Education and Development, 2000
Examined the impact of a bi-generational mathematics intervention with Head Start families in two studies. Found that intervention children developed more extensive mathematical knowledge than a comparison group of low-income children. Low-income parents were willing and able to support the children's mathematical development once trained to do…
Descriptors: Early Childhood Education, Family (Sociological Unit), Intervention, Knowledge Level
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Mooij, Ton – Early Child Development and Care, 2000
A pilot study examined the reliability and predictive validity of a screening instrument for Dutch kindergartners. Findings indicated acceptable reliability and predictive validity. Parents could accurately screen their child's language proficiency level, pre-arithmetic level, and degree of extraversion at school entry. Teachers could predict…
Descriptors: Extraversion Introversion, Foreign Countries, Kindergarten, Kindergarten Children
Dockett, Sue; Perry, Bob – 2002
This paper extends the previously reported findings of the Starting School Research Project in Australia as to what various stakeholders see as important in children's transition to school; the current study considers responses from parents, preschool educators, and school teachers to 20 statements summarizing beliefs and expectations about…
Descriptors: Beliefs, Child Caregivers, Comparative Analysis, Expectation
National Parents' Day Coalition, Washington, DC. – 1998
Noting that the most accurate predictor of a student's achievement in school is the extent of the family's involvement and participation in school-related matters, this book presents ideas for helping young children learn and do better in school. The book includes brief articles from educational and parenting experts as well as checklists, pages…
Descriptors: Adolescents, Child Rearing, Elementary Secondary Education, Fathers