Matching Items (2)
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- All Subjects: School Readiness
- Creators: Swadener, Beth Blue
Description
The transition to kindergarten is a significant milestone for children and families in the United States. Education reform movements and early childhood policy initiatives have had significant impact on the transition process in recent years, and as a result, there is greater emphasis on promoting "ready children" for school. Previous research on the transition to kindergarten in the U.S. consists primarily of adult perspectives, examining parents and teachers' expectations for kindergarten and explicating their concerns about the transition. While adults impart important considerations about the transition to kindergarten, members of the early childhood community should also pay attention to children's perspectives as they too offer critical insight on getting ready for school. This dissertation foregrounds children's and experiences getting ready for and being in kindergarten, bringing attention their participation in transition activities and school routines. In addition, this study examines ways parents structure children's participation in transition activities and school routines to provide background information on children's experiences preparing for school. This study used data from a large-scale qualitative research project conducted in Arizona to understand children's experiences transitioning to kindergarten. Specifically, interviews with preschool-aged children, kindergarten-aged children, and mothers were analyzed to impart a deeper understanding of children's viewpoints becoming and being kindergarteners. Findings illustrate how mothers' understandings of kindergarten, and constructions of readiness have influence over the transition process. Moreover, findings offer thick descriptions of how children learn about kindergarten, make meaning of school rules and routines, and form membership within classroom communities of practice. Moreover, interpretations of children's viewpoints contribute nuanced understandings of situations that promote or hinder children's participation in transition activities, and subsequent engagement in kindergarten classrooms. This study contributes to the ongoing discourse on kindergarten readiness. The viewpoints of children and parents on getting ready for and being in kindergarten provide alternative perspectives, contributing to a more holistic understanding of the transition experience. Further, a key implication of this study is that children's perspectives be given due weight in practical, programmatic, and policy initiatives aimed at promoting positive and successful transitions to kindergarten.
ContributorsPeters, Lacey (Author) / Swadener, Beth Blue (Thesis advisor) / Tobin, Joseph (Committee member) / Nakagawa, Kathryn (Committee member) / Weigand, Roberto (Committee member) / Arizona State University (Publisher)
Created2012
Description
This small case study reviewed research literature and Arizona standards and assessments utilized in the early learning continuum, with a focus on holistic development, specifically in the areas of social-emotional development and approaches to learning skill development. This conversation has become especially prevalent in the state of Arizona in light of initiatives around school readiness, and policy changes reflected within the state. Much has yet to be determined concerning how the systems approach works in Arizona local education agencies, specifically the depth, consistency, and approach in which nonacademic areas of social-emotional development and approaches to learning skills are addressed in the Arizona standards, local practices and classrooms, and preschool and kindergarten assessments. The study included a content analysis, conducted as a word count, of standards and assessments, as well as a small case study of including high academic achieving district (including semi-structured interviews and classroom observations). Through the data analysis, it was affirmed a culture of learning, reflecting social-emotional development and approaches to learning skill development was created within this Local Education Agency. Three categories (environment, individual, and decision making) emerged as a way to describe this culture through a theoretical perspective of sociocultural theory. The study offers an opportunity for discussion of social-emotional development and approaches to learning skill development, connecting to a high academically achieving district, and makes recommendations for policy, practice and further research.
ContributorsZbyszinski, Lauren (Author) / Swadener, Beth Blue (Thesis advisor) / Enz, Billie (Committee member) / Nakagawa, Kathy (Committee member) / Arizona State University (Publisher)
Created2015