Defining and Assessing the School Readiness of Indigenous Australian Children

McTurk, Nicholas J.; Lea, Tess; Robinson, Gary; Nutton, Georgie; Carapetis, Jonathan R.

doi:10.1177/183693911103600112

Cited by 24 publications

(13 citation statements)

References 20 publications

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“…Children's academic, social, and emotional skills are the main indicators of school success in the future (Wentzel & Asher, 1995). Furthermore, these findings are consistent with the previous research that physical, social and emotional, cognitive and language competences of children have to be improved in the process of school readiness (Farran, 2011;Halle et l., 2012 ;McTurk et al, 2011 ;Morrison, 2011).…”

Section: Discussionsupporting

confidence: 89%

Children’s School Readiness: Teachers’ and Parents’ Perceptions

Rahmawati

Tairas

Nawangsari

2018

International Journal of Pedagogy and Teacher Education

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<h1>ABSTRACT</h1> The initial period of adjustment is something to be concerned about since it serves as a period, allowing to lay foundation for education which will contribute to children’s future academic life. It is not an easy period for children due to several school demands and expectations which should be fulfilled by children. To deal with this, children’s school readiness to attend their primary school is required. This qualitative research seeks to find out factors influencing children’s readiness to attend a primary school. The subjects of the research involved teachers and parents of children who planned to apply for admission into primary schools. The research results indicate that both teachers and parents of children shared the same perceptions regarding factors influencing the school readiness: cognitive and noncognitive factors. The former which involve reading, writing, and calculating skills are regarded significant since such skills are used as admission prerequisites for primary level in certain schools. Similarly, the latter are supposed to be important since they support children to successfully adjust to their primary school. Keywords: school readiness; primary school; children

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Section: Discussionsupporting

confidence: 89%

Children’s School Readiness: Teachers’ and Parents’ Perceptions

Rahmawati

Tairas

Nawangsari

2018

International Journal of Pedagogy and Teacher Education

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“…In this way, the preschool develops the child both cognitively and socially. A holistic approach ensures that the child is best prepared for the academic demands of the traditional school environment (Blakemore & Frith, 2005;Halle, Hair, Wandner, & Chien, 2012;McTurk, Lea, Robinson, Nutton, & Carapetis, 2011;Morrison, 2011;Oktay, 2007;Shonkoff & Phillips, 2000;Sylva & Pugh, 2005;Winter & Kelley, 2008). A holistic approach stresses literacy, math, as well as social skills such as independence, respect, problem solving, and social interaction (Margetts, 2003a;Sylva et al, 2004;UNESCO, 2007).…”

Section: Discussionmentioning

confidence: 96%

The type of curriculum activities implemented in Jordanian preschools

Ahmad

Fayez

Al‐Zboon

2014

Early Child Development and Care

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This study aimed to ascertain the nature of curriculum activities in Jordanian preschools. Fifteen preschools participated in the study. Data were collected by observing the children in their daily routines, as well as analysing their writings and drawings. Data were translated from Arabic to English before analysing it. Four main categories were identified from the data analysis process: academic learning experiences; daily routine; types of activities; children's artefacts. Analyses revealed that preschool emphasised academic experiences rather than non-academic experiences, such as play time. Teachers focused on instructing children on the basics of reading, writing and math in addition to Islamic education. They considered the academic experiences most important for preparing children for success in school. Moreover, analysing the children's samples of writings and drawings, results revealed that most of the children's works was drawing. Writing was predominately in Arabic; however, children did use both languages simultaneously in their drawings and writings. The findings of this study can contribute to the existing literature about what curriculum activities exist in Jordanian preschools and add to the much needed early childhood research in Jordan.

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“…School readiness refers to the holistic set of skills and attributes required for children to successfully transition from their life at home to learning in school (McTurk, Lee, Robinson, Nutton, & Carapetis, 2011). I shifted my focus to exploring the strengths of Baka children and communities, examining schools' abilities to accommodate learners with these characteristics.…”

Section: Applying School Readiness and Assets-based Lensesmentioning

confidence: 99%

Youth ‘At the Margins’

Bastien¹,

Holmarsdottir²

2015

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New Research -New Voices involves two strands, leaving open the possibility of others as the series grows: Strand 1: New Voices and New Knowledge in Research MethodologyThis strand in the book series is dedicated to producing cutting-edge titles focusing on Research Methodology. While it might be generally acknowledged that educational researchers often tend to import methods developed in neighboring disciplines, this is not always acknowledged in the literature on methodology. This series intends to contribute to the knowledge foundation in educational research by specifically seeking out those who work both across disciplines and inter-disciplinary in terms of their methodological approaches. The overall focus is to develop a series focusing on those methods which are appropriate in dealing with the specific research problems of the discipline.The series provides students and scholars with state-of-the-art scholarship on methodology, methods and techniques focusing on a range of research topics. It comprises innovative and intellectually rigorous monographs and edited collections which bridge schools of thought and cross the boundaries of conventional approaches. The series covers a broad range of issues focusing on not only empirical-analytical and interpretive approaches, but moreover on micro and macro studies, and quantitative and qualitative methods. Strand 2: New Voices and New Knowledge in Educational ResearchThis part of the series will focus on theoretical and empirical contributions that are unique and will provide important insights into the field of educational research across a range of contexts globally. This part of the series will collectively communicate new voices, new insights and new possibilities within the field of educational research. In particular the focus will be on scholars, students and communities that have often been excluded or marginalized within educational research and practice.

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Defining and Assessing the School Readiness of Indigenous Australian Children

Cited by 24 publications

References 20 publications

Children’s School Readiness: Teachers’ and Parents’ Perceptions

Children’s School Readiness: Teachers’ and Parents’ Perceptions

The type of curriculum activities implemented in Jordanian preschools

Youth ‘At the Margins’

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