Understanding Students’ Skills at Kindergarten Entry: Findings From Connecticut

• In Event: Implementation and Assessment in Early Childhood Programs

Abstract

In the early childhood literature, kindergarten readiness is defined in the context of the whole child across multiple domains. Yet there is little empirical research to demonstrate the relative influence of these domains on success in the kindergarten year. This paper will provide an overview of research on Connecticut’s Kindergarten Entrance Inventory and outline how findings from these studies can help inform the development of a definition on kindergarten readiness for the state. Implications of these findings and potential directions for new instruments will also be reviewed in the final paper.

Authors

• Jessica A. Goldstein, University of Connecticut

• Melissa Eastwood, University of Connecticut

• Peter Behuniak, University of Connecticut