Quality of Childcare and School Readiness of Children in Poverty: A South Korean Study

Lim, Jung Jin; Ahn, Sun Hee; Kim, Yeon Ha

doi:10.1007/s12187-014-9251-9

Cited by 3 publications

(2 citation statements)

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“…School readiness is an important concept studied by many researchers and discussed from different aspects. It was demonstrated that school readiness was highly influential in learning, further skill development, academic skills, and other nonacademic development areas (Arnold, 2004;Erkan et al, 2021;Jaramillo & Tietjen, 2001;Lim & Kim, 2014;Pianta & McCoy, 1997).…”

Section: Introductionmentioning

confidence: 99%

“…It is expected that the physical health and personality structure established in these years will continue in the same way in later ages. It was observed in longterm studies that most of the behaviors acquired in childhood shaped all behavioral and vital skills of the individual in adulthood (Lim & Kim, 2014;Oktay & Unutkan, 2005;Davis, 2010). Arnold et al (2007) reported that international economic and political approaches, economic income levels, care and education services, brain development, home environment, and language factors effectively affected children's school readiness.…”

Section: Introductionmentioning

confidence: 99%

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Investigation of bilingual first-grade students’ school readiness

Koşan

ERKAN

2022

TPICD

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This study was designed as a case study and the school readiness of first-grade bilingual students speaking Turkish and Kurdish was examined according to gender, whether they had preschool education, the language spoken at home, the number of siblings, and the educational background of their parents. The study group consisted of 300 children who started first grade in primary school in Viranşehir district of Şanlıurfa province, Turkey, in the 2014-2015 academic years and 15 first grade teachers working in this province. The data were collected using the Metropolitan Readiness Test, semi-structured Teacher Interview Form, and Family Information Form. The obtained data were evaluated with a two-way analysis of variance and content analysis. The results of this study revealed that receiving preschool education, the language spoken at home, the number of siblings, and the educational background of parents made a significant difference in the school readiness of the children, but the gender did not make a significant difference. As a result of the interviews with the primary school first-grade teachers, it was determined that children who received preschool education started primary school more ready than those who did not and that the family played an important role in school readiness.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%