Hi, I need help with essay on Teacher’s Perceptions on Kindergarten readiness. Paper must be at least 5750 words. Please, no plagiarized work!Download file to see previous pages… As stated by Lewitt

Hi, I need help with essay on Teacher’s Perceptions on Kindergarten readiness. Paper must be at least 5750 words. Please, no plagiarized work!

Download file to see previous pages…
As stated by Lewitt and Baker (1995), “Parents, teachers, and school administrators frequently make critical decisions for individual children based on their own notions of the concept [of school readiness]” (p. 130). Thus, teachers’ perception of children’s readiness for school plays a crucial role on the development of these children. A credible and definite set of standards for children’s social, emotional, physical, cognitive, and language skills can generate more successful adjustment and outcomes in formal schooling. Background of the Study Teachers’ perception of school readiness is of great essence for their pupils. Moore (2008, 16) comments on how perceptions of teachers can affect early assessments of children’s skills, which consequently affect children’s adjustment in kindergarten. Hence, it is vital to identify teachers’ perceptions about school readiness. As further stated by Moore (2008), most teachers perceive social abilities like obedience, personality, and the capacity to interrelate with peers and adults as a major contributing factor to kindergarten readiness. McBryde and colleagues (2004) found out that most teachers have high regard for well-developed determination, flexibility, compliance, and social abilities. In addition, personality associated with timid or introvert behaviors were considered by most teachers as hindrances to successful adjustment in formal schooling. Likewise, Piotrkowski and colleagues (2001) discovered that most teachers believe social skills are related to school readiness. They found out that most teachers regard communication skills and being determined, eager, and inquisitive as fundamental to school readiness. Essentially, the teachers name social abilities, communication skills, independence, and interacting with other individuals vital to kindergarten readiness. Even earlier studies indicate that teachers regard social abilities vital to school readiness. Furthermore, teachers’ perception of a child is normally an important variable when diagnosing a child as vulnerable or at-risk. Brief, psychometrically reliable evaluations from teachers are required when children are instructed to undergo a psycho-educational assessment. Teachers are in a strong position to evaluate the behavioral and academic skills of children before they go into formal schooling (Bracken &amp. Nagle, 2006). Kindergarten teachers monitor and evaluate kindergarten pupils for several hours a day. Thus, these teachers have relative knowledge of, familiarity with, and experiences in evaluating different kinds of students in different settings. Studies looking at the correlation between standardized tests and teachers’ perceptions have recommended teachers as a reliable evaluator of school readiness. Furthermore, Polis, (2009, 55) reported that kindergarten teachers were reliable evaluators of social, behavioral, and academic readiness of prekindergarten students. Further studies have substantiated that teachers are more reliable evaluators of school readiness than test batteries or screening tools. Statement of the Problem Prekindergarten and kindergarten teachers are viewed by the school community as mentors and evaluators of children’s development and school readiness.

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