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Abstract
Research Findings: This study analyzed the school readiness beliefs of parents of 452 children from public pre-kindergarten and the relations of these beliefs to socioeconomic status and children's readiness skills. Parents conceived readiness largely in terms of the ability to name objects, letters, or numbers, but few included inferential skills. Readiness beliefs were related not to socioeconomic status but to ethnicity. Readiness beliefs about the importance of independence, social competence, nominal knowledge, and inferential skills were related in expected ways to children's skills. Practice or Policy: Infrequent inclusion of inferential skills among parents' readiness beliefs may not bode well for children. Informational programs for parents about the critical role of higher order cognitive skills and ways to promote them are needed.
Notes
1Questions have been raised about use of school readiness to connote requisite early skills (CitationGraue, 1993; CitationBlair, 2002; CitationMeisels, 1999). Whether readiness is properly conceived as a characteristic of the child or as an interactional process of reciprocal accommodation by the child and the school is a matter of contentious debate (CitationCarlton & Winsler, 1999). Also problematic is the implicit notion that readiness involves some universal skills that must be attained as a condition for starting school. This notion ignores normal variations in the timing of early skill development between ages 4 and 7 (CitationGredler, 1997).
***p = .001.
*p = .05.
**p = .01.
***p = .001.
*p = .05.
**p = .01.
*p = .05.
**p = .01.
***p = .001.