Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Patricia Anderson

Abstract

When children enter kindergarten, they are expected to demonstrate an interrelated set of skills and competencies including pre-academic skills, cognitive abilities, socioemotional well-being, and physical health. The problem that was the focus of this study was that many students who complete prekindergarten are not ready for kindergarten. Guided by Garcia’s kindergarten readiness framework, the purpose of this basic qualitative study was to increase understanding of the perspectives of parents and prekindergarten teachers regarding their role in developing kindergarten readiness, and the factors they believe support or hinder their efforts. Eight prekindergarten teachers and 8 parents of prekindergarten students from one school district completed semistructured interviews. Data were analyzed using inductive, open coding to identify themes. Findings showed teachers and parents each play an important role in developing kindergarten readiness, but that their actions differ based on experiences and point of view. Support participants suggested for these efforts included explicit teaching of basic skills, reliance on established curriculum, and collaborative efforts between parents and teachers. Factors that hindered their efforts were lack of time, gaps in partnership, unrealistic achievement expectations, and favoritism from school administrators. Information gained from this study may aid school leaders as they make adjustments to how prekindergarten teachers and parents are supported in their efforts to develop kindergarten readiness. This study highlights the inherent complexity of building kindergarten readiness and suggests the need for a comprehensive approach that engages both professionals and parents, which may lead to positive social change for young children over time.

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