The purpose of this study was to explore parents' perceptions of children entering kindergarten and their understanding of school readiness. In this collective case study, drawing on parent interviews and artifact sampling and guided by discourse analysis (Gee, 2015), I employed Saldaña's (2021) cycle coding methods to explore the themes of what parents perceive and co-construct as 'school readiness'. Data collected for this study includes video recorded interviews of four participants as well as artifacts of their child(ren)'s classroom assessments, parent-teacher conference forms and packets, and a checklist shared by the parents. The findings of the study showed parents' perception of school readiness is a limited list of basic skills, emotional skills, social skills, and "doing school behaviors". Furthermore, parents can co-construct with their child's teacher a better understanding of school readiness and believe that assessments do not adequately measure their child's school readiness. This study is useful to professionals in the early childhood field by showing ways to close the discrepancy between what parents believe school readiness is and what schools expect of incoming kindergarten students.
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
Michael Luna, Sara
Doctor of Philosophy (Ph.D.)
College of Community Innovation and Education
School of Teacher Education
Education; Early Childhood
Length of Campus-only Access
Doctoral Dissertation (Campus-only Access)
Silvester, Jody, "How Parents Perceive School Readiness" (2023). Electronic Theses and Dissertations, 2020-. 1661.
Restricted to the UCF community until May 2024; it will then be open access.