An exploration of perceptions of school readiness
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2017-03-31Author
Hanniffy, Máire
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Abstract
Ireland falls behind many international countries in relation to school readiness
research. The rationale behind this study arises from the lack of research in this
area and the increasing investment and focus on the 3-6 age range particularly
in the area of education and the preparation for primary school. Acknowledging
that a child’s readiness is influenced by their surroundings Bronfenbrenner’s
bioecological model (Bronfenbrenner & Morris, 1998) is utilised as the
theoretical framework of this study.
A case study research design using a mixed methods approach was employed to
explore children’s, caregivers’ and educators’ understanding of what school
readiness is in disadvantaged schools in the west of Ireland and also examine
children’s early development as they adjust to junior infants. The Caregivers
(n=20) and Educators (n=16) took part in semi-structured interviews, and the
Children (n=88) took part in the ‘Draw and Tell’ technique (Driessnack, 2005)
to illustrate their perceptions of school readiness and starting school. The
narratives arising from the data collection were analysed through thematic
analysis. The Caregivers and Educators also completed the Early Development
Instrument (Janus & Offord, 2007) based on a number of children to identify
their levels of development six months after starting junior infants. This data
was analysed using non-parametric tests.
The findings demonstrate that definitions of school readiness are relative (Graue,
1992) as participants’ experiences mediated their perceptions. Perceptions of
school readiness are grounded in the need to be accepted in the new school
environment. As a result, all groups emphasised the need for children to display
high levels of social and emotional development, and cognition and general
knowledge skills. The roles of caregivers, educators and the educational settings
are also acknowledged however, both the Caregivers and Educators believe that
their views of school readiness are in contrast. The results of the Early
Development Instrument indicate that the factors associated with vulnerability
include Traveller children and younger children.
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