School readiness assessment: Study of early childhood educator experience

Abstract

The physical and psychological readiness of children will affect the transition phase of children entering more formal education. Increasing children's' school readiness is one the most important aims of quality early childhood education. This research aims to explore the experiences of early childhood educators in assessing the level of readiness of children entering primary education. This research is qualitative research using a phenomenological approach. Data was collected through focus group discussions (FGDs) involving 20 early childhood educators who covered kindergarten, RA, and PAUD in Cilacap, Central Java, Indonesia. The data analysis technique was carried out by applying the Miles and Huberman model. The results showed the concept of school readiness has been widely recognized by early childhood educators and colored the process of early childhood learning. Educators' perceptions of the dimensions of school readiness are based on the achievements of children's development, which include moral and religious values, physical-motor, cognitive, language, social-emotional, and art. The assessment of the child's developmental achievements is carried out formative with most using performance assessments. The plural assessment rubric is used as an observation instrument for the child's performance.

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

“…These components could be divided further into internal factors and external factors. These are the factors that will affect children's language, motoric, social, and emotional development, which are necessary for the maturity of children entering the school world [6], [7].…”

“…There are various tests to assess school readiness. School readiness test aims to assess language, motoric and social development, as well as observing the ability of children to move from their parents or caregivers, interact with other children, attention, effort, and cooperation in conducting tests [7]. This study used NST to determine the school readiness of children to enter ES.…”

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“…The Cognition domain, which includes mathematical and scientific reasoning, can best be defined as the comprehension of general knowledge, including the understanding of properties of objects, relationships between events and people, and academic knowledge (Halle et al, 2012). Early understanding of mathematics, science, and literacy forms the academic foundation required for future school success (Lumaurridlo et al, 2021).…”

“…If a child is not in good health, they will not be able to focus on learning. Additionally, if a child has poor fine motor skills, it can influence their writing and performance within the classroom (Lumaurridlo et al, 2021 ). Large muscle movements are important due to the promotion of more interactions within the environment (Kit et al, 2017).…”

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“…With that, the teacher will know students' individual characteristics to facilitate the learning process in the classroom. This approach can also deal with students who make noise in a class by moving active students with quiet ones (Lumaurridlo et al, 2021).…”