the school readiness of children living in a disadvantaged area in Ireland  

Oleh:

Kiernan, Gemma ; Axford, Nick

Jenis: Article from Bulletin/Magazine - ilmiah internasional
Dalam koleksi: Journal Of Early Childhood Research vol. 06 no. 02 (Jun. 2008), page 119–144.
Topik: early childhood; educational disadvantage; school readiness; school progress; service design
Fulltext: 119.pdf (184.17KB)

Isi artikel

This study examined the multiple factors that contribute to the school readiness and early school progress of children living in an urban disadvantaged area. Structured interviews were undertaken with parents of children who had recently started school to elicit information about those aspects of children’s health, and their home and neighbourhood contexts that may infl uence their school readiness. Questionnaires were administered to these children’s teachers to assess the children’s cognitive and socio-emotional school readiness and to identify infl uences on children’s subsequent progress in their fi rst year at school. Findings indicated that while the majority of children were ready for school, over one-third evidenced diffi culties in relation to their cognitive abilities and socio-emotional skills. Regression analyses indicated that factors predictive of school readiness included parental living situation, parenting skills and preschool attendance. The factors cited as important in infl uencing children’s subsequent school progress included children’s characteristics, their home context, school and neighbourhood environment. Implications for policy and practice, notably preventive intervention programme development are discussed.

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