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Journal articles on the topic 'School Readiness'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

Scharf, Rebecca J. "School Readiness." Pediatrics in Review 37, no. 11 (November 2016): 501–3. http://dx.doi.org/10.1542/pir.2016-0107.

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2

Williams, P. Gail, and Marc Alan Lerner. "School Readiness." Pediatrics 144, no. 2 (July 22, 2019): e20191766. http://dx.doi.org/10.1542/peds.2019-1766.

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3

Lewit, Eugene M., and Linda Schuurmann Baker. "School Readiness." Future of Children 5, no. 2 (1995): 128. http://dx.doi.org/10.2307/1602361.

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4

Dworkin, Paul H. "School readiness." Current Opinion in Pediatrics 3, no. 5 (October 1991): 786–91. http://dx.doi.org/10.1097/00008480-199110000-00005.

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5

MAY, DEBORAH, DEBORAH KUNDERT, OLIVER NIKOLOFF, EDWARD WELCH, MARY GARRETT, and DONNA BRENT. "School Readiness." Journal of Early Intervention 18, no. 3 (July 1994): 290–301. http://dx.doi.org/10.1177/105381519401800304.

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6

High, P. C. "School Readiness." PEDIATRICS 121, no. 4 (April 1, 2008): e1008-e1015. http://dx.doi.org/10.1542/peds.2008-0079.

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7

Moreno, Megan A. "School Readiness." JAMA Pediatrics 167, no. 8 (August 1, 2013): 784. http://dx.doi.org/10.1001/jamapediatrics.2013.2959.

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8

Rahmawati, Anayanti. "CHILDREN’S SCHOOL READINESS ENTERING ELEMENTARY SCHOOL." Early Childhood Education and Development Journal 1, no. 1 (August 23, 2019): 20. http://dx.doi.org/10.20961/ecedj.v1i1.33250.

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School readiness is the readiness that children must have to enter elementary school. School readiness includes the abilities that children need to learn well in school so that school success can be achieved. This research is a phenomenological qualitative research which aims to obtain an overview of school readiness that children have when entering the first grade of elementary school. The informants of this study were the first grade elementary school teachers totaling five people. The results of the study show that school readiness must have to be prepared early is the child's internal readiness, family readiness and school institution readiness. The child's internal readiness consists of cognitive readiness and social emotional readiness. Although cognitive readiness has been possessed by majority children, but social emotional readiness has not been fully achieved, even though it seems less attention to its achievements. This condition should not be ignored, because the realization of optimal children's internal school readiness is a combination of cognitive readiness and emotional social readiness. In addition, family preparedness and readiness of school institutions must also be sought as a form of support for children, so that children's school readiness is expected to be fully achieved optimally.
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9

Pagani, Linda S., and Caroline Fitzpatrick. "Children’s School Readiness." Health Education & Behavior 41, no. 1 (February 27, 2013): 25–33. http://dx.doi.org/10.1177/1090198113478818.

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10

Davies, Nathan, Rosie Cooper, and Manpreet Bains. "What is school readiness? A qualitative exploration of parental perceptions in England." Journal of Health Visiting 8, no. 8 (August 2, 2020): 338–44. http://dx.doi.org/10.12968/johv.2020.8.8.338.

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School readiness is a strong predictor of educational attainment and future health, but its meaning to parents is uncertain. This study aimed to generate an understanding of how parents conceptualise school readiness, and the forms of support they would find most acceptable and effective. Semi-structured interviews were undertaken with 17 parents and were analysed thematically. Parents appeared conflicted in their beliefs about the most important school readiness factors (physical, social and emotional health) and those they perceived schools to prioritise (numeracy and literacy). Parents reported orienting children towards developing cognitive skills because they believed schools favoured these over socio-emotional aspects of school readiness. Parents valued health visitors' input in developing understanding of school readiness. Parental understanding of school readiness could be better supported, along with information on how best to prepare children. Health visitors could play a pivotal role in school readiness and have opportunities to educate and empower parents of young children.
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11

Suleiman, Iyad, Maha Arslan, Reda Alhajj, and Mick Ridley. "Prediction Model of School Readiness." Journal of Information & Knowledge Management 16, no. 03 (July 31, 2017): 1750023. http://dx.doi.org/10.1142/s021964921750023x.

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Studying the school readiness is an interesting domain that has attracted the attention of the public and private sectors in education. Researchers have developed some techniques for assessing the readiness of preschool kids to start school. Here we benefit from an integrated approach which combines Data Mining (DM) and social network analysis towards a robust solution. The main objective of this study is to explore the socio-demographic variables (age, gender, parents' education, parents' work status, and class and neighbourhood peers influence), achievement data (Arithmetic Readiness, Cognitive Development, Language Development, Phonological Awareness), and data that may impact school readiness. To achieve this, we propose to apply DM techniques to predict school readiness. Real data on 306 preschool children was used from four different elementary schools: (1) Life school for Creativity and Excellence a private school located in Ramah village, (2) Sisters of Saint Joseph missionary school located in Nazareth, (3) Franciscan missionary school located in Nazareth and (4) Al-Razi public school located in Nazareth, and white-box classification methods, such as induction rules were employed. Experiments attempt to improve their accuracy for predicting which children might fail or dropout by first, using all the available attributes; next, selecting the best attributes; and finally, rebalancing data and using cost sensitive classification. The outcomes have been compared and the models with the best results are shown.
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12

Sacks, A., and Beryl Watnick. "Family-School Partnership Increases School Readiness." Children & Schools 23, no. 3 (July 1, 2001): 188–92. http://dx.doi.org/10.1093/cs/23.3.188.

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13

Casey, Patrick H., and Larry D. Evans. "School Readiness: An Overview for Pediatricians." Pediatrics In Review 14, no. 1 (January 1, 1993): 4–10. http://dx.doi.org/10.1542/pir.14.1.4.

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Pediatricians historically have played a role in determining whether a child is prepared for school entry by performing preschool physical examinations. Recent trends, including a tendency among some middle-class families and school districts to delay entry of typical kindergarten-age children until the next school year, the increased use of school readiness tests in schools, and the emphasis of federal legislation to identify preschool (P.L. 99-457) and school-age (P.L. 94-142) handicapped children, have placed a greater burden on pediatricians to assess the "school readiness" of their patients. Much controversy exists among educators about how to define school readiness, measure it, and manage children who may not be ready for school. Some of these controversies will be presented in this article. In light of these issues, a cautious role for pediatricians in assessing and making recommendations for school readiness, commensurate with the pediatricians' developmental perspective and awareness of the child's family and environment, will be described. What is School Readiness? All schools arbitrarily set a date by which children must reach their fifth birthday to enter kindergarten, and this date has moved ahead considerably during the past decades to the current typical September 1 to October 1 cutoff. Although this age approach may be the most equitable method of allowing access to public education, the earlier age of entry results in a younger group of children who are potentially less ready to participate in school.
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14

Dworkin, P. H. "Pediatrician and School Readiness." Pediatrics in Review 11, no. 3 (September 1, 1989): 67–68. http://dx.doi.org/10.1542/pir.11-3-67.

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15

Dworkin, Paul H. "Pediatrician and School Readiness." Pediatrics In Review 11, no. 3 (September 1, 1989): 67–68. http://dx.doi.org/10.1542/pir.11.3.67.

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Editor's note: A reader wrote to ask whether or not the battery of tests for school readiness he uses is appropriate and adequate. We asked Dr Dworkin to respond with the following commentary. The pediatrician, as the professional concerned with monitoring the growth and development of children during the preschool years, is well suited to contribute to the assessment of children's readiness to begin the task of academic learning, as well as participate in the early identification of children at risk for school dysfunction. Pediatricians view the early identification of children with potential learning disabilities as an important component of primary care.
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16

Lamberty, Gontran, and Keith Crnic. "School Readiness Conference: Recommendations." Early Education & Development 5, no. 2 (April 1994): 165–76. http://dx.doi.org/10.1207/s15566935eed0502_7.

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17

Vernon-Feagans, Lynne, and Clancy Blair. "Measurement of School Readiness." Early Education & Development 17, no. 1 (January 3, 2006): 1–5. http://dx.doi.org/10.1207/s15566935eed1701_1.

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18

Pekdogan, Serpil, and Esra Akgul. "Preschool Children’s School Readiness." International Education Studies 10, no. 1 (December 26, 2016): 144. http://dx.doi.org/10.5539/ies.v10n1p144.

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The purpose of this study is to examine preschool teachers’ perspectives about children’s school readiness. Qualitative and quantitative research methods were used in the study as a mixed method research. Data, in the quantitative aspects of the research, were collected through the use of “School Readiness Form” developed by Boz (2004) and “School Readiness Checklist for 5-6 Age Children” developed by the researchers; from 204 preschool teachers. In the qualitative part of the research, open-ended questions were asked for preschool teacher to determine their opinions about children’s school readiness. While findings obtained from quantitative aspect revealed that there is a relationship between the skills that children must have and their school readiness; in the qualitative part of the research participants presented an opinion that academic, social communication skills, maturity, communication with parents and the developmental areas have an effect on children’s school readiness. In the study, qualitative and quantitative findings were coincided. Some recommendations are made in terms of findings.
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19

Flowerdew-Kincaid, Colette. "Improving readiness for school." Children and Young People Now 2017, no. 7 (March 28, 2017): 15. http://dx.doi.org/10.12968/cypn.2017.7.15.

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20

Brown, Jess. "Learnings on school readiness." Children and Young People Now 2016, no. 8 (April 12, 2016): 14. http://dx.doi.org/10.12968/cypn.2016.8.14.

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21

Kokkalia, Georgia, Athanasios S. Drigas, Alexandra Economou, and Petros Roussos. "School Readiness From Kindergarten to Primary School." International Journal of Emerging Technologies in Learning (iJET) 14, no. 11 (June 14, 2019): 4. http://dx.doi.org/10.3991/ijet.v14i11.10090.

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The current paper review gives a brief and representative description of the role that school readiness from kindergarten education to primary education plays in every child’s academic life. Therefore many researchers note that school readiness tools play a notable role for the kindergarten teachers, the family and of course for the child in order to achieve a successful school life. Thus, the research team of this paper gives the presentation of some school readiness tools that are used by kindergarten teachers and specialist’s worldwide scoping to underlie strengths and weaknesses of preschoolers. Additionally, it is thought worthwhile to say that the readiness tools that are presented are used with the traditional way while some of them with the support of new technology. Lastly, the theoretical base of the significant role that school readiness plays from kindergarten to first grade and its crucial role for the child’s academic development is discussed shortly.
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22

Mukkiri, Sujitha, Preeti Kandasamy, Mahadevan Subramanian, Venkatesh Chandrasekaran, and Shivanand Kattimani. "Content validation of school readiness module and school readiness scale for assessing school readiness in children with autism spectrum disorder." Asian Journal of Psychiatry 71 (May 2022): 103073. http://dx.doi.org/10.1016/j.ajp.2022.103073.

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23

Dangol, Rita. "Child safeguarding standards and perceived school readiness in Nepal." Theory and Practice in Child Development 2, no. 1 (June 30, 2022): 101–13. http://dx.doi.org/10.46303/tpicd.2022.12.

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Child safeguarding strategy and school readiness are crucial for creating a safe and sound learning environment in schools. In this context, this study intends to assess the influence of child safeguarding strategy on school readiness. So, the researcher carried the cross-sectional survey as the research design and adopted the self-administer questionnaire to collects data from 393 primary level school teachers from the Bagmati province of Nepal. After gathering data, the linear regression model was employed to analyze the data for obtaining results. This study obtained the significant relationship between child safeguarding strategy and school readiness. In the line with this result, school readiness is highly contributed by child safeguarding strategy in school settings. Overall, it is settled that ensuring child safeguarding strategies like policy, people, procedure, and accountability are essential for promoting school readiness. Thus, the child safeguarding strategy is necessary to establish a safe and sound environment for learning, which is also the motto of school readiness.
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24

Wangke, Lydia, Gregory Joey, Nurhayati Masloman, and Hesti Lestari. "Factors Related to School Readiness in Children: A Cross-Sectional Analytic Study of Elementary School Children in Manado." Open Access Macedonian Journal of Medical Sciences 9, B (October 23, 2021): 1387–93. http://dx.doi.org/10.3889/oamjms.2021.7294.

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Objectives School readiness is an overall condition of someone which makes him/her ready to give response or answer in a certain way to various situations. This study aims to determine the factors related to school readiness. Methods This is an analytic observational study with cross-sectional design, conducted at 4 elementary schools in Malalayang district, Manado, Indonesia between August – November 2018 (n=150). The significant value used is p <0.01. Data wasanalyzed using SPSS for Windows version 23. Results Of 150 subjects there were 109 children who were ready for school and 41 children who were not ready for school. Of the five factors studied, it was found that stunted affected school readiness (OR 21.6; 95% CI: 6.68-70.32, p<0.000), maternal education status affected school readiness (OR 4.1; 95% CI: 1.75-9.63, p<0.001), socio-economic status affects school readiness (OR 5.1; 95% CI: 2.35-11.11, p<0.000), and preschool affect school readiness (OR 6.8; 95% CI: 3.1-14.9, p<0.0001). In multivariate analysis, there were three factors that had an association with school readiness, namely height, preschool participation and socioeconomic status (OR 34.4; 95% CI: 7.19-166.6, p<0.001, OR 6.5; 95% CI: 2.28-18.55 p<0.0001, OR 4.8l; 95% CI: 1.59-14.92 respectively). Conclusion There were associations between height, maternal education status, socio-economic status and participation in preschool with school readiness. There was no association observed between the employment status of mothers and school readiness. Height of the children was strongly associated with school readiness.
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25

Subedi, Bidya Raj, and Clement Russell. "Multilevel Approach to Exploring Predictors of College Readiness in Reading and Mathematics." Advances in Social Sciences Research Journal 7, no. 10 (November 3, 2020): 364–78. http://dx.doi.org/10.14738/assrj.710.9226.

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For high school graduates and non-graduates, this paper explored significant student and school level predictors of college readiness in reading and mathematics for 9,952 students from 52 schools in one of the largest school districts in the United States. This study employed a two-level Hierarchical Generalized Linear Model (HGLM) that included student level (level-1) and school level (level-2) predictors in order to predict three categories of college readiness formed in combination with high school graduates and non-graduates. The results presented the list of significant predictors and across-school variances for predicting college readiness in reading and mathematics. The results found several academic, behavioral, and demographic predictors at student and school levels producing significant effects on college readiness in reading and mathematics. The across-school variance components for predicting the probabilities of mastery in college readiness both in reading and mathematics are found significant.
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26

Rybak, Olga. "The structure of the primary school teacher’s readiness for professional activity: theoretical analysis." Visnyk of the Lviv University. Series Pedagogics, no. 36 (2022): 142–50. http://dx.doi.org/10.30970/vpe.2022.36.11561.

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The article substantiates the essence of the concept of “the future teacher’s readinessˮ on the basis of theoretical indicators: knowledge, skills and abilities through the indicator of the educational employee’s professionalism in professional activity. It presents the role of the teacherʼs work in the society, which is considered through the prism of basic values: scientific, cultural, and traditional as a great responsibility to the society for the quality education of primary school children. The professionalism of a new type of teachers in the new Ukrainian school which is based on the harmonious development of the junior school student is revealed. It is argued that the readiness of primary school teachers to work with younger students in primary education is of great importance. The opinion is highlighted that the main goal of education is a comprehensively developed personality in the aspect of moving from traditional to innovative learning. Various approaches (competence, personality-oriented, dialogical, criterion, synergetic) are used to develop the future primary school teachers’ readiness. The importance of these approaches is presented in the form of a structured system of the teacher’s readiness based on a disordered flow of information. Emphasis is placed on the readiness of the future primary school teachers through individual characteristics. It is stated that the readiness of the primary school teachers contributes to the modernization of the education system of the primary school children. Keywords: future teacher’s readiness, dialogical approach, competence approach, criterion approach, personality-oriented approach, primary school, teacher professionalism, professional activity, synergetic approach, structured system.
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27

Rahmawati, Anayanti, Mareyke Maritje Wagey Tairas, and Nur Ainy Fardana Nawangsari. "PROFIL KESIAPAN SEKOLAH ANAK MEMASUKI SEKOLAH DASAR." JPUD - Jurnal Pendidikan Usia Dini 12, no. 2 (November 30, 2018): 201–10. http://dx.doi.org/10.21009/jpud.122.01.

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ABSTRAK School readiness is children’s readiness to enter elementary school. School readiness is needed so that children can attend all school activities in elementary school well. This study aims to determine the condition of school readiness owned by children before entering elementary school. Method used in this research is survey. Data analysis was carried out descriptively by comparing the average score of each dimension in school readiness. Results show that the average score from the highest to the lowest in the dimension of school readiness are academic knowledge, dimension, physical health and motor development dimension, basic thinking skills dimension, self-discipline dimension, social emotional maturity dimension, and communication skills dimension. Achievement of the average score in cognitive dimensions (academic knowledge and basic thinking skills dimension) and physical health and motor development dimension are higher than non-cognitive dimensions (self-discipline, social emotional maturity and communication skills dimension). This condition needs to get attention because the realization of school readiness is a combination of all dimensions in school readiness. The low in one of these dimension will affect to the overall of school readiness’s quality. Keywords: School readiness, Children, Entering elementary school Kesiapan sekolah merupakan kesiapan anak untuk masuk Sekolah Dasar (SD). Kesiapan sekolah diperlukan agar anak dapat mengikuti semua kegiatan sekolah di SD dengan baik. Penelitian ini bertujuan untuk mengetahui kondisi kesiapan sekolah yang dimiliki oleh anak sebelum memasuki SD. Metode penelitian yang digunakan adalah survei. Analisis data dilakukan secara deskriptif dengan membandingkan nilai rata-rata setiap dimensi dalam kesiapan sekolah. Hasil penelitian menunjukkan bahwa nilai rata-rata dari tertinggi ke terendah dalam dimensi kesiapan sekolah adalah dimensi pengetahuan akademis, dimensi kesehatan fisik dan perkembangan motorik, dimensi ketrampilan berpikir dasar, dimensi disiplin diri, dimensi kematangan sosial emosional dan dimensi kemampuan berkomunikasi. Capaian nilai rata-rata dimensi kognitif (dimensi pengetahuan akademis dan ketrampilan berpikir dasar) dan dimensi kesehatan fisik dan perkembangan motorik lebih tinggi jika dibandingkan dengan capaian nilai rata-rata dimensi non kognitif (dimensi disiplin diri, kematangan sosial emosional dan kemampuan berkomunikasi).. Kondisi ini perlu mendapatkan perhatian karena terwujudnya kesiapan sekolah merupakan perpaduan antara semua dimensi dalam kesiapan sekolah. Rendahya salah satu dimensi akan mempengaruhi kualitas kesiapan sekolah secara keseluruhan. Kata Kunci: Kesiapan Sekolah, Anak, Masuk Sekolah Dasar
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28

Jung, Youn Ah, and Soo Jung Kim. "School readiness profiles on school adjustment in elementary school." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 18 (September 30, 2019): 875–95. http://dx.doi.org/10.22251/jlcci.2019.19.18.875.

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29

Villar, Rycel Bungay, Alberto D. Yazon, Consorcia S. Tan, Lerma P. Buenvinida, and Marcial M. Bandoy. "School Heads’ Leadership Practices in The New Normal, Administrative Disposition, and Readiness of The Public Schools in Laguna." International Journal of Theory and Application in Elementary and Secondary School Education 3, no. 2 (October 31, 2021): 156–70. http://dx.doi.org/10.31098/ijtaese.v3i2.683.

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School heads from the Philippines and around the globe are currently affronted by unexpected levels of adversities. They are facing threats, and which have been perennial to many, if not all, school organizations. This study assessed the relationship between the school heads' leadership practices, administrative disposition, and readiness of the public schools among school principals in the City Schools Divisions in Laguna for the school year 2020-2021. Two hundred five (205) public school principals were the respondents of the study. The researcher utilized the descriptive-correlational research design and self-made questionnaire to assess and measure the variables under study. The statistical tools used to analyze the data gathered were Mean, standard deviation, Pearson r and Multiple Linear Regression Analysis. Findings revealed that the school heads' leadership practices and the administrative disposition were highly practiced during the new normal in the education system. In terms of the readiness of the public schools, the results revealed that the schools are much ready. The school heads' leadership practices and administrative disposition related the readiness of the school. The school heads' leadership practices in terms of resiliency in stress management and the administrative disposition in terms of inclusivity and accommodative significantly predicted the readiness of the public schools in the five City Schools Divisions in Laguna. This research contributed to the school’s governance operations and contingency plan that will be used by the five city schools in the division of Laguna.
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�������, M. Shashkina, ��������, and O. Tabinova. "Diagnostics of Readiness of School Graduates to Continue Mathematics Education." Standards and Monitoring in Education 4, no. 3 (June 17, 2016): 8–13. http://dx.doi.org/10.12737/20196.

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This article raises the problem of poor mathematical preparation of school graduates, who are potential university students. It is proposed to consider the main result of students� mathematical preparation at the profi le level at school from the standpoint of readiness to continue mathematical education further. The concept of �readiness of school graduate to continue mathematics education� is formulated. The article describes structural components of readiness as a result of education of graduates of secondary schools; these are cognitive, activity, motivational and evaluative, refl ective, evaluative, emotional and volitional components. The authors introduce a diagnostic program evaluating readiness of high school graduates to continue the mathematical education, which includes a variety of assessment tools and gauges. The authors present gathered during four years results of evaluation of the readiness level among fi rst-year students. The conclusions are made about the current readiness level by all selected components.
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Rahmawati, Anayanti, Mareyke Maritje Wagey Tairas, and Nur Ainy Fardana Nawangsari. "Children’s School Readiness: Teachers’ and Parents’ Perceptions." International Journal of Pedagogy and Teacher Education 2, no. 1 (May 2, 2018): 9. http://dx.doi.org/10.20961/ijpte.v2i1.14876.

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<h1>ABSTRACT</h1><p> </p><p>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.</p><p> </p><p><strong><em>Keywords: </em></strong><strong><em>school readiness</em></strong><strong><em>; </em></strong><strong><em>primary school; children</em></strong><strong><em></em></strong></p>
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Manurung, Yulinda Septiani, and Winida Marpaung. "PERAN SOCIAL MATURITY DALAM MEMBANGUN SCHOOL READINESS PADA MURID PRASEKOLAH KAYATA SCHOOL BERASTAGI." Jurnal Psikologi Universitas HKBP Nommensen 6, no. 1 (September 11, 2019): 43–52. http://dx.doi.org/10.36655/psikologi.v6i1.110.

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This study aims to see how the readiness of preschool children to enter primary school, especially their social maturity. The subjects of the study were 15 Berastagi Kayata School preschoolers aged four to seven year old. Data was taken with the Nijmeegse Schoolbekwaamheidstest (NST) test to obtain a picture of children's school readiness and the Vineland Adaptive Behavior Scale (VABS) to look more specifically at a child's social maturity. The research data were analyzed descriptively with a quantitative approach. The results obtained in this study are as the chronological age of Kayata School preschoolers become more mature, they are intellectually ready to enter elementary school. But socially and emotionally, their readiness is still not optimal to be able to participate in learning activities in elementary schools.
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33

Mutiah, Syifa Dwi, Minkhatun Nakhriyah, Nida Husna HR, Didin Nuruddin Hidayat, and Farida Hamid. "The Readiness of Teaching English to Young Learners in Indonesia." Jurnal Basicedu 4, no. 4 (October 13, 2020): 1370–87. http://dx.doi.org/10.31004/basicedu.v4i4.541.

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This study attempted to investigate teachers, students, and schools' readiness in conducting English programs for young learners in Indonesia. Therefore, the participants of this study were from three aspects, as mentioned above. There were two levels of schools involved in this study. Those were elementary and pre-school levels consisted of 10 elementary school teachers, pre-school teachers, elementary and preschool students, elementary and pre-school schools in several areas of Indonesia. The data were collected through the questionnaire and focused on their readiness to conduct English at their level. This study showed that students’ readiness to learn English was very high even though they often encounter obstacles or difficulties in the process of learning English in class. Meanwhile, facilities readiness to support the teaching-learning English process was not fully complete; the conditions and facilities were limited. On the other hand, the teacher readiness was high, although they lack confidence in using English in the classroom, and it was found that the teacher's educational background became one of the reasons. Additionally, teacher training was stated to be needed to develop their professionalism. However, they also stated that they had not joined that training yet. Therefore, less professional development training became a factor in decreasing the teacher readiness to teach at elementary and kindergarten levels.
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34

Henty, Neil. "School readiness: interventions in action." British Journal of Child Health 2, no. 1 (February 2, 2021): 45–48. http://dx.doi.org/10.12968/chhe.2021.2.1.45.

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The transition to school from the home or early years setting is a crucial time in a child's life. Public health nurses and early years professionals have a crucial role to play in ensuring that children are ready for school entry. In this second part of a two-part series, Neil Henty looks at local strategies and interventions implemented in practice to improve school readiness.
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Gormley, William T., and Ted Gayer. "Promoting School Readiness in Oklahoma." Journal of Human Resources XL, no. 3 (2005): 533–58. http://dx.doi.org/10.3368/jhr.xl.3.533.

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36

Kay, Louise. "The complexities of school readiness." Early Years Educator 22, no. 12 (July 2, 2021): 34–36. http://dx.doi.org/10.12968/eyed.2021.22.12.34.

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In this second article of a three-part series, Professor Louise Kay unpicks the various transitions early years children experience and reports on the marginalisation and accountability which the school readiness agenda creates.
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Shaari, Mariam Felani, and Sabarinah Sh Ahmad. "Preschool Design and School Readiness." Asian Journal of Quality of Life 3, no. 10 (March 18, 2018): 109. http://dx.doi.org/10.21834/ajqol.v3i10.106.

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Preschool physical environments significantly affect children behavior and development. Efforts by the Malaysian Government to improve the quality of preschool education shows a lack of emphasis on the physical learning environment - despite overall improvements, school readiness remains moderate. In Malaysia, the impact of preschool physical learning environments on children’s school readiness is still unclear; thus, this paper aims to investigate, highlight and conclude a clear theoretical relationship between these two aspects through literature review. Findings are hoped to lay the groundworks for future research into this matter to improve preschool education in Malaysia.Keywords: Malaysian preschool education; Physical learning environment; Children school readiness; Children developmenteISSN 2398-4279 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.
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Lally, J. Ronald. "School Readiness Begins in Infancy." Phi Delta Kappan 92, no. 3 (November 2010): 17–21. http://dx.doi.org/10.1177/003172171009200305.

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39

Moylett, Helen. "The problem with school readiness." Early Years Educator 18, no. 9 (January 2, 2017): 6. http://dx.doi.org/10.12968/eyed.2017.18.9.6.

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Simner, Marvin L. "Printing Performance School Readiness Test." Academic Therapy 25, no. 3 (January 1990): 371–75. http://dx.doi.org/10.1177/105345129002500311.

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Guarnera, Maria, Palmira Faraci, Elena Commodari, and Stefania Lucia Buccheri. "Mental Imagery and School Readiness." Psychological Reports 120, no. 6 (June 28, 2017): 1058–77. http://dx.doi.org/10.1177/0033294117717262.

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The aim of this study was to investigate the relationships between the skills that constitute school readiness, such as linguistic, phonological, logical-mathematical and psychomotor skills, and mental imagery processes in preschool children. The participants were 100 healthy children (50 boys and 50 girls) aged four to five. Two batteries of tests were used to assess school readiness and different aspects of the mental imagery processes. The mental imagery battery measured mental imagery generation, inspection, and rotation of images. The results showed a relationship between the generation and inspection processes and the level of skills that constitute school readiness. These findings emphasize the potential usefulness of screening all preschoolers and kindergarteners for imagery ability, with the aim of adopting effective measures to increase their mental imagery abilities.
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Mashburn, Andrew J., and Robert C. Pianta. "Social Relationships and School Readiness." Early Education & Development 17, no. 1 (January 3, 2006): 151–76. http://dx.doi.org/10.1207/s15566935eed1701_7.

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43

Majzub, Rohaty Mohd, and Aminah Abdul Rashid. "School Readiness Among Preschool Children." Procedia - Social and Behavioral Sciences 46 (2012): 3524–29. http://dx.doi.org/10.1016/j.sbspro.2012.06.098.

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44

Dickens, William T. "Behavioral Genetics and School Readiness." Future of Children 15, no. 1 (2005): 55–69. http://dx.doi.org/10.1353/foc.2005.0003.

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Eisenhart, Margaret A., and M. Elizabeth Graue. "Socially constructed readiness for school." International Journal of Qualitative Studies in Education 3, no. 3 (July 1990): 253–63. http://dx.doi.org/10.1080/0951839900030304.

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Eisenberg, Nancy, Carlos Valiente, and Natalie D. Eggum. "Self-Regulation and School Readiness." Early Education & Development 21, no. 5 (October 7, 2010): 681–98. http://dx.doi.org/10.1080/10409289.2010.497451.

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Kuftyak, E. V., L. M. Khanukhova, and E. V. Poimanova. "Bilingual Children and School-Readiness." Bulletin of Kemerovo State University 22, no. 2 (July 8, 2020): 455–62. http://dx.doi.org/10.21603/2078-8975-2020-22-2-455-462.

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The research featured the development of intellectual skills and voluntary sphere in the context of schoolreadiness in preschoolers at bilingual day care centers. The control group included Russian-speaking children from ordinary kindergartens. The authors believe bilingualism to be a means of cognitive and communicative development. Bilingual children require a special approach in school-readiness assessment. Two blocks of methods were used to measure the intellectual readiness and the development of voluntary sphere. The bilingual preschoolers demonstrated a higher level of voluntary attention in comparison with the control group. The bilingual children were much better at converting visual information than the children from the Russian-speaking group. The article also introduces some significant links between various aspects of preschoolers' mental development. The results of the diagnostic methods correlated with each other and made it possible to analyze the development of memory and voluntary attention in cognition tests.
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House, Richard. "Plus ça change: School readiness." Early Years Educator 13, no. 6 (October 2011): 6. http://dx.doi.org/10.12968/eyed.2011.13.6.6.

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Duncan, Greg J., Chantelle J. Dowsett, Amy Claessens, Katherine Magnuson, Aletha C. Huston, Pamela Klebanov, Linda S. Pagani, et al. "School readiness and later achievement." Developmental Psychology 43, no. 6 (November 2007): 1428–46. http://dx.doi.org/10.1037/0012-1649.43.6.1428.

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Slomski, Anita. "Home Visits Boost School Readiness." JAMA 320, no. 4 (July 24, 2018): 332. http://dx.doi.org/10.1001/jama.2018.10154.

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