Date of Submission

2013

Degree Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

Department

Psychology

Department Chair

Robert A DiTomasso, PhD, ABPP, Chair, Department of Psychology

First Advisor

George McCloskey, PhD, Chair

Second Advisor

Rosemary B Mennuti, EdD, NCSP

Third Advisor

Leslie Popoff, PhD

Abstract

Early childhood education plays a very important role in influencing the success of a child later in the learning process. Because of this, scholars in the field of education have consistently sought to predict factors that ensure school readiness. Unfortunately, there is not enough information on factors that ensure school readiness and particularly on how teachers perceive school readiness. This study examines teachers' perceptions regarding the specific readiness skills and self-regulation needed by children entering kindergarten, as well as their familiarity with and their training in early childhood learning programs and executive functions. The study reviews the current literature on school readiness and establishes the fact that school readiness is a proven indicator of future success. The study used a descriptive research design in which a survey questionnaire was distributed to 72 kindergarten teachers throughout the five boroughs of New York City. Data collected were analyzed using SPSS. Descriptive statistics were used to analyze the demographic characteristics and all other nominal variables. The results showed that most kindergarten teachers in New York are predominantly Early Childhood Education ECE majors, having taken more than 10 relevant courses. They have taught various grade levels for 11 to 15 years, with six to ten years teaching kindergarten. Their experience typically was gained in a general education classroom setting composed of, on average, 26 students from a variety of ethnic backgrounds. The results also showed that New York City kindergarten teachers use a school-wide implemented curriculum that allows some degree of flexibility and provides activities that assists English Language Learners and special needs children. The study also established the fact that the assessment components of Fountas and Pinnel were the most widely used in guiding reading methods. The study concludes that most teachers lack familiarity with early childhood programs that pay attention to self-regulation. The study sets a foundation for future in planning and developing research on kindergarten teachers’ perceptions on school readiness.

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