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An Examination of Concepts of School Readiness Among Parents and Educators in Ireland
Mhic Mhathuna, Maire; Ring, Emer; Hayes, Noirin; Stafford, Patsy; Keegan, Siobhan; Kelleher, Cathy; Ozonyia, Martina; Moloney, Mary; Breathnach, Deirdre; Carswell, Des; McCafferty, Des; O'Keefe, Anne; Leavy, Aisling; Madden, Ruth
The Department of Children and Youth Affairs commissioned research through the Irish Research Council (IRC) to examine concepts of school readiness as they are understood by early years educators and managers, primary school principals, junior infant teachers and parents of children participating in the first Free Preschool Year in Ireland. A mixed-methods approach was adopted, involving interviews, an online survey and “draw and tell” sessions with children. Representative samples of FPSY settings and primary schools were selected and an online survey based on the findings of the qualitative phase was sent to 500 pre-primary settings and 500 primary schools. In this study, the concept of school readiness as understood by parents of children availing of the FPSY, and early years educators and managers, emerged as a multi-faceted and complex concept, influenced by and entwined with a range of interrelated factors at macro (policy), meso (interrelationships) and micro (pre-primary and primary) levels. These factors included children’s social and emotional skills, dispositions, language development, self-help skills, appropriate classroom behaviour and pre-academic skills. School readiness was clearly located along a maturationist-environmentalist continuum where readiness was associated with a child’s age as well as external evidence of the acquisition of specific skills. Interview and survey participants articulated a range of school readiness indicators, with significant differences in some instances between the importance allocated to these indicators by individual participant groups.
Keyword(s): concepts of school readiness; educators; teachers; parents; curriculum; school starting age; language; diversity; inclusion; Bilingual, Multilingual, and Multicultural Education; Curriculum and Social Inquiry; Early Childhood Education; Education; Language and Literacy Education; Pre-Elementary, Early Childhood, Kindergarten Teacher Education; Special Education and Teaching; Teacher Education and Professional Development
Publication Date:
2017
Type: Report
Peer-Reviewed: Unknown
Contributor(s): Irish Research Council; Research Development Initiative 2012-13
Institution: Dublin Institute of Technology
Citation(s): Reports
Publisher(s): Dublin Institute of Technology
File Format(s): application/pdf
First Indexed: 2017-04-05 06:17:19 Last Updated: 2017-12-14 07:08:27