Factors Related to School Readiness in Children: A Cross-Sectional Analytic Study of Elementary School Children in Manado

Abstract

Objectives
 School readiness is an overall condition of someone which makes him/her ready to give response or answer in a certain way to various situations. This study aims to determine the factors related to school readiness.
 Methods
 This is an analytic observational study with cross-sectional design, conducted at 4 elementary schools in Malalayang district, Manado, Indonesia between August – November 2018 (n=150). The significant value used is p <0.01. Data wasanalyzed using SPSS for Windows version 23.
 Results
 Of 150 subjects there were 109 children who were ready for school and 41 children who were not ready for school. Of the five factors studied, it was found that stunted affected school readiness (OR 21.6; 95% CI: 6.68-70.32, p<0.000), maternal education status affected school readiness (OR 4.1; 95% CI: 1.75-9.63, p<0.001), socio-economic status affects school readiness (OR 5.1; 95% CI: 2.35-11.11, p<0.000), and preschool affect school readiness (OR 6.8; 95% CI: 3.1-14.9, p<0.0001). In multivariate analysis, there were three factors that had an association with school readiness, namely height, preschool participation and socioeconomic status (OR 34.4; 95% CI: 7.19-166.6, p<0.001, OR 6.5; 95% CI: 2.28-18.55 p<0.0001, OR 4.8l; 95% CI: 1.59-14.92 respectively).
 Conclusion
 There were associations between height, maternal education status, socio-economic status and participation in preschool with school readiness. There was no association observed between the employment status of mothers and school readiness. Height of the children was strongly associated with school readiness.

Assessment of school readiness and the importance of executive functions for learning

“…Positive correlations have been described between child learning and socioeconomic level and parental education, related to the presence of greater support and appropriate stimuli for the child's development. [12][13][14][15] In our study, we did not find this correlation, possibly because we analyzed a more homogeneous population; the sample studied included only children from the cohort, living in the western region of São Paulo and attending public schools, therefore with similar socioeconomic and family educational levels.…”

Exploring School Readiness and Transition Dynamics: Enablers and Disablers in Early Childhood Education Programmes of Zambia

“…The facilitation of a unified transition from preschool to primary school is, however, a multifaceted subject encompassing diverse viewpoints from stakeholders (including parents, educators, and policymakers). Child's cognitive, social, emotional, and physical development, as well as their home environment and early childhood education experiences, are elements that influence school readiness and transition (Wangke and Joey, 2021). Furthermore, educational factors, such as the presence or absence of adequate stimulation, educational barriers, and the degree of cooperation among educational stakeholders, are also found to exert a pronounced influence on school readiness Smith and Johnson, 2018;Brown and Jones, 2017;Johnson and Davis, 2016;Thompson and Wilson, 2015;Anderson and White, 2014).…”

“…Children who experience housing instability, for instance, may face challenges in their school readiness due to the disruptions and stress associated with frequent moves (Ziol-Guest and McKenna, 2013). Moreover, socioeconomic status is a crucial determinant of school readiness in that children from low-income families may have limited access to resources and opportunities that promote school readiness (Wangke et al, 2021). Therefore, socioeconomic disparities, can contribute to differences in school readiness outcomes (High, 2008).…”

Teachers' Challenges in Preparing Grade R Learners for School-readiness and Strategies Used to Activate Learner-readiness

“…Additionally, Wangke et al (2021) suggest that establishing transition teams to develop support programmes for the future, may be beneficial. Also, the interaction between the family and the school enhances successful relationships when considering a Grade R learner's age as a key factor to strengthen schoolreadiness via harmonious parent-school partnerships, and the reorganising of playgrounds for the promotion of outdoor activities according to required lesson units.…”