國立虎尾科技大學 |

Parental and teacher priorities for children's requisite kindergarten entry skills.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Parental and teacher priorities for children's requisite kindergarten entry skills./
Author:	Esparza, Kelly Joanne O'Claire.
Description:	1 online resource (131 pages)
Notes:	Source: Masters Abstracts International, Volume: 61-01.
Contained By:	Masters Abstracts International61-01.
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
ISBN:	9780599264434

Parental and teacher priorities for children's requisite kindergarten entry skills.
Esparza, Kelly Joanne O'Claire.

Parental and teacher priorities for children's requisite kindergarten entry skills. - 1 online resource (131 pages)

Source: Masters Abstracts International, Volume: 61-01.

Thesis (M.S.)--Utah State University, 1998.

Includes bibliographical references

This study examined mothers', fathers', preschool teachers', and kindergarten teachers' opinions regarding children's requisite kindergarten entry skills. Questionnaires were administered to assess these opinions. Participants were 101 preschool teachers, 113 kindergarten teachers, and 286 parents of kindergartners in northern Utah. Teachers agreed significantly more so than parents that preschool teachers could do more to prepare children for kindergarten. All groups agreed that parents could do more to prepare children for kindergarten. All four groups ranked listening, following directions, and feeling confident as the three most important skills. The four least important skills were counting, raising one's hand, writing, reading. Significant differences existed between groups' ratings of the importance of skills emphasized in preschools, and skills emphasized in kindergarten. Mothers, preschool teachers, and kindergarten teachers rated most skills higher than did fathers. Preschool and kindergarten teachers rated most skills similarly. Implications of these findings are discussed. Suggestions for future research are then offered.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780599264434Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Parental and teacher priorities for children's requisite kindergarten entry skills.
LDR:02363ntm a22003257 4500 001 1152832
005 20241216064730.5
006 m o d
007 cr mn ---uuuuu
008 250605s1998 xx obm 000 0 eng d
020 $a 9780599264434
035 $a (MiAaPQ)AAI1394049
035 $a AAI1394049
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Esparza, Kelly Joanne O'Claire. $3 1479924
245 1 0 $a Parental and teacher priorities for children's requisite kindergarten entry skills.
264 0 $c 1998
300 $a 1 online resource (131 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 61-01.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Lindauer, Shelley L. Knudsen.
502 $a Thesis (M.S.)--Utah State University, 1998.
504 $a Includes bibliographical references
520 $a This study examined mothers', fathers', preschool teachers', and kindergarten teachers' opinions regarding children's requisite kindergarten entry skills. Questionnaires were administered to assess these opinions. Participants were 101 preschool teachers, 113 kindergarten teachers, and 286 parents of kindergartners in northern Utah. Teachers agreed significantly more so than parents that preschool teachers could do more to prepare children for kindergarten. All groups agreed that parents could do more to prepare children for kindergarten. All four groups ranked listening, following directions, and feeling confident as the three most important skills. The four least important skills were counting, raising one's hand, writing, reading. Significant differences existed between groups' ratings of the importance of skills emphasized in preschools, and skills emphasized in kindergarten. Mothers, preschool teachers, and kindergarten teachers rated most skills higher than did fathers. Preschool and kindergarten teachers rated most skills similarly. Implications of these findings are discussed. Suggestions for future research are then offered.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Early childhood education. $3 557157
655 7 $a Electronic books. $2 local $3 554714
690 $a 0518
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Utah State University. $3 956422
773 0 $t Masters Abstracts International $g 61-01.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1394049 $z click for full text (PQDT)