Understanding families’ conceptions of school readiness in the United States: a qualitative metasynthesis

Brown, Christopher P.; Lan, Yi-Chin

doi:10.1080/09669760.2018.1454302

Cited by 12 publications

(10 citation statements)

References 46 publications

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“…The initiatives of educational policy makers, teachers, and families across the globe are directed toward the goal of having children enter primary school ready to succeed [ 18 , 19 ]. This emphasis on ensuring that children enter school ready to learn is partly attributable to empirical research findings that demonstrate a correlation between children’s readiness to succeed when they enter school and their later success in school and in life [ 18 , 20 ]. Positive transitions to formal schooling (primary/elementary school) are acknowledged to contribute to children’s subsequent educational achievements [ 21 , 22 , 23 ].…”

Section: Introductionmentioning

confidence: 99%

“…The gap in parental expectations has a significant positive effect on parental educational anxiety, with a wider gap corresponding to higher levels of parents’ educational anxiety [ 26 ]. Parental concerns regarding their children’s readiness appear to be linked to their awareness that their children would not fulfill and/or meet academic and social expectations in their new environments [ 18 ].…”

Section: Introductionmentioning

confidence: 99%

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Parental Educational Anxiety during Children’s Transition to Primary School in China

Liu¹,

Hong²,

Wang³

2022

IJERPH

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Children’s transition from preschool to primary school has long been recognized as a particularly challenging period that can induce parental educational anxiety. As a true portraiture of Chinese parenting, educational anxiety during this transition has attracted considerable attention, given its detrimental effects on children’s development and education. This study was aimed at identifying the characteristics of parental educational anxiety and its influencing factors during children’s transition to primary school in China. We examined parental educational anxiety and parental educational experience through a questionnaire survey. The sample comprised 26,295 families with children in grade one distributed across nine cities in five provinces. The results indicate that (1) Chinese parents experience some degree of educational anxiety during their children’s transition to primary school and are more worried about their children’s learning and social adaptation processes than about how the curriculum is taught; (2) scores for parental educational anxiety varied significantly across different regions and urban/rural areas; (3) family socioeconomic status, parents’ educational concepts, preschools’ entrance preparation work, and primary school enrollment adaptation work are all important factors influencing parental educational anxiety during this transition. Our findings highlight the prevalence of parental educational anxiety in China and the need for effective measures to facilitate a smooth transition.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Parental Educational Anxiety during Children’s Transition to Primary School in China

Liu¹,

Hong²,

Wang³

2022

IJERPH

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“…En cualquier salón de clases se pueden observar variaciones significativas en las habilidades de preparación para la escuela entre los nuevos aprendices desde el primer día (Sabol et al, 2018). A su ingreso, un número significativo de niños y niñas no están ni académica, ni socialmente preparados para el kindergarten (Brown & Lan, 2018). Los niños y niñas que llegan al kindergarten preparados para aprender tienen mayores probabilidades de lograr el éxito académico (Peterson et al, 2018;Pitts & Kuhfeld, 2020;Sabol et al, 2018); por el contrario, aquellos estudiantes con las habilidades más bajas de preparación para la escuela tienen menos posibilidades de alcanzar un nivel adecuado que les permita graduarse del sistema educativo y es más probable que abandonen su educación en el futuro (Padilla & Ryan, 2020;Peterson et al, 2018).…”

Section: Introductionunclassified

“…Sin embargo, se necesita más investigación sobre la eficacia de políticas y programas (Hustedt et al, 2021), para informar a los educadores sobre ciertas cualidades culturales que pueden fomentarse y desarrollarse para servir mejor a este grupo demográfico (Bustamante & Hindman, 2020). En cuanto a las familias, falta una mayor comprensión de lo qué piensan sobre la preparación para la escuela y cómo sus ideas afectan sus percepciones sobre si sus propios hijos están o no listos para la escuela (Brown & Lan, 2018).…”

Section: Introductionunclassified

Habilidades de preparación para la escuela y familias hispanas. Revisión documental

Castilleja¹,

Ortega²

2022

rgn

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Este estudio de revisión documental describe investigaciones recientes sobre la participación de las familias hispanas residiendo en los Estados Unidos en estrategias de apoyo a sus hijos e hijas para alcanzar habilidades de preparación para la escuela que pudieran tener un impacto en su desempeño y un impacto en la reducción de la brecha en el rendimiento académico que presentan los estudiantes hispanos en comparación con sus pares no hispanos al iniciar la escolaridad formal. Un total de 14 investigaciones dan cuenta del impacto positivo de la participación de los padres en actividades como la asistencia a programas formales de educación preescolar y visitas domiciliarias, el juego intencional y la lectura compartida como estrategias para el desarrollo de habilidades de preparación para la escuela. El análisis documental permitió identificar consideraciones relevantes como el currículo, el tipo de financiamiento y la asistencia consistente como factores relevantes en la participación en programas formales de educación preescolar.

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“…While this study provided in-depth parent perspectives, and there is the mention that neighborhood was discussed by parents, the study did not identify the impact of neighborhood context as an outcome of specific interest. Newer literature has examined school-readiness through a qualitative metasynthesis approach, although there is limited mention of public health factors, such as neighborhood, and only brief mention of how racism and poverty may impact school readiness [56].…”

Section: Introductionmentioning

confidence: 99%

Health, Neighborhoods, and School Readiness from the Parent Perspective: A Qualitative Study of Contextual and Socio-Emotional Factors

Dunaway

Bazzano

Gray

et al. 2021

IJERPH

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The objective of this qualitative study was to address existing gaps in the literature by gathering parent perspectives on both health and school readiness in regard to neighborhood context, specifically parents’ perceived level of neighborhood safety and support, on physical health and the behavioral and cognitive domains of school readiness. Focus groups were conducted with a total of 28 parents or caregivers whose children attended Early Head Start/Head Start Centers or who received Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) services in New Orleans, Louisiana during fall 2015. Parents discussed concepts of school readiness, neighborhood, the intersection between the two, and parental stress; however, few expressed a clear connection between their concerns about safety, their own stress, and their child’s readiness for school. Disparities in both health and school readiness exist between both racial and socioeconomic groups in the United States, and this study offers a unique and enhanced understanding of the impact of non-academic factors on the well-being and development of young children.

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Understanding families’ conceptions of school readiness in the United States: a qualitative metasynthesis

Cited by 12 publications

References 46 publications

Parental Educational Anxiety during Children’s Transition to Primary School in China

Parental Educational Anxiety during Children’s Transition to Primary School in China

Habilidades de preparación para la escuela y familias hispanas. Revisión documental

Health, Neighborhoods, and School Readiness from the Parent Perspective: A Qualitative Study of Contextual and Socio-Emotional Factors

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