The School Readiness of Six-Year-Old and Seven-Year- -Old Children as Measured by Intelligence and Development Scales (IDS) and Subjective Assessment of Mothers

Michalska, Paulina; Szymanik-Kostrzewska, Anna

doi:10.4467/20843879pr.20.011.12266

Cited by 3 publications

(5 citation statements)

References 6 publications

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“…Previous research by our team (Michalska et al ., 2018;Michalska & Szymanik-Kostrzewska, 2020a) showed that the school readiness of children was at least average, and in terms of selected competences -high .…”

Section: Research Problemmentioning

confidence: 89%

“…In the studies conducted so far (Michalska et al ., 2018;Michalska & Szymanik-Kostrzewska, 2020a), a moderate harmoniousness of the obtained results has been observed .…”

Section: Research Problemmentioning

confidence: 99%

“…The issue of school readiness due to the practical dimension of the application of the obtained results is the subject of numerous empirical studies and theoretical considerations (Barbarin et al ., 2008;Bernier et al ., 2017;Fecenec & Matczak, 2017;Michalska et al ., 2018) . From a psychological point of view, school readiness is most often understood as a moment in the child's existence when it achieves optimal development in the physical, social-emotional, cognitive and personality spheres in order to successfully start school (Brzezińska et al ., 2016) .…”

Section: Introductionmentioning

confidence: 99%

“…A manifestation of low emotional and motivational readiness in a child is excessive impatience, inadequate social behavior, difficulties in playing together with others, non-compliance with the rules or withdrawal in case of difficulties . This study deals only with the emotional and motivational sphere, because -as shown by the research results so far -this area plays a key role in determining the school readiness of children (Michalska & Szymanik-Kostrzewska, 2020a) . It may seem that only the child's cognitive competences are important for a successful start of education, which is suggested by the still encountered social practice assuming the concentration of parents and educators when assessing school readiness on the child's intellectual functioning and coping with the tasks assigned to them .…”

Section: Introductionmentioning

confidence: 99%

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Emotional and Motivational School Readiness of Six-Year-Old Children and Parental Support in Mothers’ Assessments

Michalska,

Szymanik-Kostrzewska

2023

PBE

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The aim of the research was to determine the readiness of 6-year-old children to start school education, especially the emotional and motivational readiness and the level of support for this readiness in the assessment of mothers. 131 mothers of 63 girls and 68 boys participated inthe research. Three proprietary research methods were used: the Child’s Emotional and Motivational Readiness Questionnaire for the Parent, the Parent’s Child’s School Readiness Assessment Questionnaire – version 3 and the Parent’s Questionnaire for Supporting the Child’sEmotional and Motivational Readiness. Both the level of school readiness of children and the level of support were assessed by the surveyed mothers as high. Numerous positive correlations were observed between the manifestations of school readiness and the manifestationsof mothers’ support. Supporting the development of the child’s autonomy and independence turned out to be the predictor of the child’s emotional and motivational readiness.

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Section: Research Problemmentioning

confidence: 89%

“…In the studies conducted so far (Michalska et al ., 2018;Michalska & Szymanik-Kostrzewska, 2020a), a moderate harmoniousness of the obtained results has been observed .…”

Section: Research Problemmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Emotional and Motivational School Readiness of Six-Year-Old Children and Parental Support in Mothers’ Assessments

Michalska,

Szymanik-Kostrzewska

2023

PBE

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“…In addition, Serede and Mwoma (2022) believe that parents define learning readiness as merely counting ability, object naming, and letter identification. Michalska et al (2018) highlight that an effective parent-teacher partnership is an important component for shaping the readiness of Grade R learners.…”

Section: P3mentioning

confidence: 98%

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

Segooa,

Molise

2023

IJLTER

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The purpose of this study was to investigate the challenges that affect Grade R (kindergarten) learners’ readiness for learning, and the strategies used to ensure learner-readiness when entering Grade 1. Learning readiness is an ongoing process from the beginning to the end of an individual’s life. Learners at this early point in their lives (Foundation Phase) begin with their formal learning based on play, arithmetic, cultural activities, and reading and writing practice. The study engaged four teacher-participants: two Grade R teachers, and two Early Learnerhood Development practitioners from Grade 1. The case study research design was selected to elicit data through semi-structured open-ended interviews in natural settings to gain in-depth information which was analysed via the thematic analysis approach. The study findings revealed that teachers experienced challenges due to poor infrastructure, overcrowded classrooms, lack of resources, policy of passing all Grade R learners, admission of non-documented learners, and learners who skipped pre-school. To address these challenges which impacted Grade R learners’ readiness to enter Grade 1, teachers were resourceful and planned innovative and interesting play-based lessons. This ensured that Grade R learners’ readiness is largely play-based to develop them holistically by involving them in creative indoor and outdoor activities.

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Emotional and motivational readiness of six-years-olds to start school – measurement with IDS Intelligence and Development Scales and subjective assessment of mothers

Michalska

Szymanik-Kostrzewska

2020

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Currently, in research on school readiness of children, more and more attention is paid to the socio-emotional competences of children, as well as looking for factors positively correlating with high results obtained in standardized tests. The aim of the study was to determine the emotional and motivational level of school readiness of 6-year-old children based on objective measurement using the Intelligence and Development Scales (IDS) and subjective measurement in the assessment of children’s mothers, using the “Parental Readiness Assessment Questionnaire”, based on IDS in terms of content, as well as determining the mutual relationship of results and the significance of controlled variables. 56 mothers and their children (aged 6;2–6;11 years old) were examined. Objective measurement showed average school readiness of children, subjective measurement – high. Correlations between them was on the verge of low, there was little correlation between the subscales of persistence and satisfaction with children’s achievements. For selected results, the parents’ education and age of children were significant.

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The School Readiness of Six-Year-Old and Seven-Year- -Old Children as Measured by Intelligence and Development Scales (IDS) and Subjective Assessment of Mothers

Cited by 3 publications

References 6 publications

Emotional and Motivational School Readiness of Six-Year-Old Children and Parental Support in Mothers’ Assessments

Emotional and Motivational School Readiness of Six-Year-Old Children and Parental Support in Mothers’ Assessments

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

Emotional and motivational readiness of six-years-olds to start school – measurement with IDS Intelligence and Development Scales and subjective assessment of mothers

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