Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary Trube

Abstract

Researchers have noted that before children can learn academics, they must first have developed motor skills. Motor skills are foundational to learning and integrated into other domains of learning as a child develops. The problem addressed through this basic qualitative study is that some kindergarten students in the northeastern United States lack motor skills necessary for formal school readiness, and kindergarten teachers are challenged to support students’ development of motor skills necessary for formal school readiness. The purpose of this study was to explore kindergarten teacher perspectives on kindergarten students’ motor skills necessary for formal school readiness. Thelen’s dynamic systems theory formed the conceptual framework that guided this study. The research questions focused on teacher perceptions of kindergarten teachers’ perspectives about student motor skills and recommendations from teachers to strengthen students’ motor skill development. Semistructured interviews captured the insights of 13 kindergarten teachers who were purposefully selected. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, rich descriptions, and researcher reflexivity. The findings revealed that teachers recognized the need for peer collaboration and classroom preparation to improve student classroom experiences. Implications for positive social change include the potential to foster kindergarten teachers’ knowledge, skills, and understanding of what is needed to strengthen students’ motor skill development necessary for formal school readiness.

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