Kindergarten Teacher Perceptions of Kindergarten Readiness: The Importance of Social-Emotional Skills

• In Event: Roundtable Session 29
  In Roundtable Session: Teacher Perceptions of Social Emotional Learning

Abstract

Using the National Center for Early Development and Learning’s Transition Practices Survey (1996), Rimm-Kaufman, Pianta, and Cox (2000) addressed Kindergarten teachers’ judgments of children’s problems at Kindergarten entry. Since then, many changes have occurred in early childhood education and Kindergarten. For example, pre-Kindergarten has been expanded by private, local, state, and federal agencies. The purpose of this study was survey a similar group of Kindergarten teachers to see if major findings have changed. The survey was completed by 531 Kindergarten teachers. Findings indicated that many children seem to not have the requisite skills for a successful Kindergarten entry, teachers place a high value on social–emotional, and large numbers of children are having problems that would hinder their classroom work.

Authors

• Timothy W Curby, George Mason University

• Elizabeth Berke, George Mason University