Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

Patricia Anderson

Abstract

Limited literature exists on the effectiveness of prekindergarten programs located on military installations in the United States. The children who attend these programs may not receive school readiness preparation equivalent to that received by their peers who attend community-based prekindergarten programs, which follow different guidelines. The purpose of this study was to gain insight into the kindergarten readiness of children who attended preschool on military installations as described by teachers in community-based kindergarten classrooms. Pianta's work on school readiness formed the conceptual framework of this basic qualitative study. The research question addressed how kindergarten teachers describe school readiness in children who attended prekindergarten at military installation childcare centers. Data were collected by interviewing 10 kindergarten teachers who worked in public school settings where military dependent children are represented in the school population. Open coding was used to analyze data and determine emergent themes. Results indicate that military dependent children are similar to children who attend community prekindergarten programs in their preparation for kindergarten academic tasks, attentiveness to teachers’ authority, and adherence to classroom procedures. However, these children struggle to make and keep friends. This inquiry contributes to the existing school readiness literature on educating military dependent children. It may effect positive social change by fostering teacher support for interpersonal skill development in both military and community children, which may improve preschool experiences for children attending both military-installation and community childcare centers and for their teachers.

Download

Share

 
COinS