Effectiveness of School Readiness in Improving Students Performance in Kindergarten
In recent years, increasing attention concerning ensuring children going to school when they are quite ready to learn has increased. However, there is little agreement concerning the specific knowledge and skills that make up school readiness. In fact, quite a number of policy makers, researchers, and educators have adopted broad perspectives that have extended beyond cognitive and literacy skills. They also include physical health, emotional and social issues that need to be dealt with accordingly. Furthermore, the focus and attention on school readiness based on the recent research proves that huge skill gaps are present even before the time the children start attending kindergarten. Research suggests that most times, children from minority backgrounds attend kindergarten when they possess poorer social development and low literacy skills than their white counterparts. In turn, this has become quite a concern for policymakers and educators since the knowledge and skills that the children have when joining school predict their later achievement. It is evident that knowing about school readiness improves the performance of students in kindergarten.
Statement of the Problem
The purpose of this research is to establish the factors that affect the effectiveness of school readiness in improving students’ performance in kindergarten. The attention and focus on matters concerning school readiness prove that some children lack the needed skills. Some children from less privileged backgrounds will join kindergarten and will never succeed as they lack some critical skills. The achievement levels between whites and blacks with regards to educational attainment has shown that some wide gaps exist. Various early childhood educators claim that children who join kindergarten should be provided with the right resources. The early years will later on determine their success especially when they are in middle grade level. Many stakeholders in the educational sector have acknowledged that a problem does exist when it comes to school readiness among children entering kindergarten.
Many attempts have been made to address the various differences concerning school readiness in different groups of school going children. Some early childhood educators have advocated for the provision of the unique full-day kindergartens. However, proponents of this kindergartens claim that the extended programs bring about greater self-directed activities and individualization. Furthermore, critics claim that the school readiness programs will need many more resources in order to become beneficial. Some of these resources include classroom space and hiring more teachers. The question concerning young children’s developmental ability has existed for a long time and it needs to be addressed.
Kindergarten is the entry point to education for all children, and in fact, it lays the foundation for the children’s education. The research seeks to establish certain critical factors that will assist in increasing and improving school readiness among children in kindergarten. In turn, it will be possible to improve the children’s performance, especially in educational matters. The objectives of this research are:
To establish how children’s knowledge and skills at kindergarten entry will predict achievement when they are in later grades.
To examine how certain school program factors can lead to school readiness and achievement.
To suggest solutions that can help policymakers and educators when dealing with early childhood studies issues.
Through focusing on the above objectives, the research will seek to provide answers to the following questions.
What is the existing relationship between the children’s school readiness skills while at kindergarten entry and mathematics and reading achievement up to the fifth grade?
Which kindergarten program factors are useful in predicting the development of certain nonacademic skills needed for school readiness?
How can children who attend full-day programs achieve school readiness?
Purpose of the Study
This study will be of benefit to the field of early childhood studies, and most especially those concerned with teaching kindergarten children. Early childhood educators will know and learn how to come up with effective strategies that will promote school readiness among children entering kindergarten. Furthermore, the study will come up with solutions that will be useful in improving the future learning outcomes among kindergarten children. In addition, the study will provide extensive knowledge, which will later on be used, by policymakers and educators in various beneficial ways.