School Readiness of Preschool Children Entering Elementary School Based on Nijmeegse Schoolbekwaamheids Test (Nst) (Case Study at Early Childhood Education Al Husna Pengging Boyolali In 2017) (original) (raw)
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School readiness measurement: an implementation of the nijmeegse schoolbekwaamheids test (NST)
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Preparing children to enter elementary school is an important thing that must be known and understood by parents. Choosing to send children to school too early without paying attention to their ability and development will cause a fatal impact. Readiness for early childhood schools is certainly different from one child to another. Still, the readiness of children can be seen from the maturity of the different aspects of physical, motoric, cognitive, social, and emotional development that will directly help children in the learning process and adjust to their school environment. This research is a descriptive quantitative study to see the implementation of the Nijmeegse Schoolbekwaamheids Test (NST) as one of the various test tools to measure the readiness of a child to enter elementary school. The results and research findings get the readiness of children to enter elementary school is not only assessed from the age factor. The readiness of children to enter elementary school is ass...
Determining Children's Primary School Readiness Level
European Journal of Educational Sciences, 2020
This study aimed to determine the primary school students' readiness for school and analyze it according to some socio-demographic characteristics Readiness can be defined as having the necessary precondition behaviors and reaching the desired maturity level for the child to be able to learn and develop. The level of readiness of the child is important in achieving the desired goals in education. In the study, the school readiness levels of the first grade primary school students were determined and examined regarding to their personal characteristics. The conducted research contributes to the related literature in the aspect of introducing how ready children in Turkey, which has a different education system and culture, are for school in the beginning stages of primary school. The research was conducted in general survey model, one of the quantitative research methods. 402 students attending the first grade of primary school in Eskişehir province participated in the study. The ...
School readiness is an important concern for parents and teachers because it is a multifaceted process which encompasses all the developmental areas and various skills of children rather than only focusing on cognitive and literacy skills. In particular, preschool and first grade teachers experience the positive and negative sides of the process of school readiness. In this study, basic qualitative research was used to compare teachers’ views about school readiness. The participants were 35 preschool and 35 first grade teachers and a semi-structured interview protocol developed by the researchers was used to collect data. Qualitative analysis was performed at the end of the study and according to the findings, the following five main themes were determined: definition of school readiness, the effective people and institutions in the school readiness process, preschool education for school readiness, the difficulties encountered in the school readiness process and suggestions for effective school readiness. Also, the findings showed that preschool and first grade teachers tended to have similar views related school readiness. Educational Sciences: Theory & Practice - 13(3) • 1708-1713 ©2013 Educational Consultancy and Research Center
Exploring the construct of school readiness based on child development for kindergarten children
Research and Evaluation in Education, 2017
Indonesian government has regulated that the basic age of readiness of a child to attend elementary schools is 7 years old. In fact, some children are not exactly 7 years old when they first go to school because they develop more rapidly. This study is aimed at investigating some aspects of child development which affect their readiness to attend elementary school. The subjects were 101 grade 1, 2, and 3 teachers of elementary schools in Yogyakarta, a special Region in Indonesia. The data were collected through interviews. The results of the data collection were analyzed using both descriptive quantitative and qualitative techniques. The results of the study show some aspects of child development affecting their readiness to attend elementary schools, including cognitive and language ability, social emotional skills, fine motor skills, gross motor skills, arts, religion and moral values, and some others. Beside these aspects, some problems in grades 1, 2, and 3 are also found. This ...
School readiness of pre-school children are six-year-old children ready for a school education
2018
The article constitutes a report from own research on the issue of school readiness for six-year-old children. In the first step, the level of school competences of six-year-olds measured by Intelligence and Development Scales (IDS) was analyzed. The second stage involved checking how the competences corresponding to the dimensions of the IDS_SR subscales are evaluated by the mothers of the examined children using the Child's School Readiness Questionnaire by Parents (KGSD-R) and to what extent these assessments correlate with the results of the IDS scale. The studies included 68 mothers and 68 children. The criterion of including the child in the sample was age, i.e. age of six years (6; 0-6; 11). The selection for the test was carried out using the "snowball" method. Based on the results obtained, it can be concluded that the examined children present an average level of school readiness, sufficient to take up school education. In addition, in general, the older children are, the higher scores they obtain in IDS_SR subscales. Subjective assessments of mothers moderately correlate with the results of objective measurement, and the tool used requires further improvement.
Pedagogika, 2019
Gross enrolment rate of the participation of Indonesian children in Early Childhood Education has been increasing significantly every year. Ideally, it should be followed by an increase in children's readiness for elementary school as its main goal. However, the readiness of new students in the first grade of elementary school is still considered low in some aspects. The objectives of this research are to: 1) explore the perception of children's readiness for elementary school, according to the paradigm of teachers and parents, and 2) describe the aspects and indicators that are considered important for children's readiness for elementary school. The methodology of this research used qualitative case study. Participants involved amounted to 83, consisted of 43 teachers and 40 parents. Data were collected through Focus Group Discussion in teacher and parent groups also observations during group discussion process. The results of the study conclude three issues related to the children's readiness for elementary school: 1) readiness of children for elementary school in Indonesia is perceived dominant in the academic domain, 2) there are 6 aspects, 20 sub-aspects and 83 indicators of children's readiness for elementary school which were formulated in this study. Additional aspects cover moral and religious values. This also becomes the 'state of the art' of this research which may not be found in the concept of elementary school readiness in other countries.
The preparation process of children for primary school can only be effective by means qualified education in which necessary pre skills in every zone of development are supported. This preparation process also makes children’s social adaptation to primary school environment easier. For this reason, the purpose of this study is to compare children’s social adaptation when they start primary school by identifying their readiness for primary school. The participants of the study are 54-66 months old 22 students who attended Prof. Dr. Ayla Oktay’s Preschool Education Application Unit during 2012-2013 academic year. Children’s readiness level for primary school in 2012-2013 academic year was assessed by Marmara Scale of Readiness for Primary School. At the beginning of 2013-2014 academic year, the same students’ adaptation levels to the school they attended was measured by School Social Behavior Scale. The data obtained were interpreted by comparison.
BMJ Paediatrics Open
ObjectiveSchool readiness is a condition or state indicating that the child is ready to learn in a formal educational set-up. The objective of this study was to estimate the prevalence of and factors associated with school readiness in urban schoolchildren in Ujjain, India.MethodsThis cross-sectional study was conducted from February 2016 to March 2017. Two English-medium schools were conveniently selected. All children aged 5–7 years were eligible to participate. A subscale of Differential Ability Scales-Second Edition, namely ‘school readiness scale’, was used to assess school readiness in three major domains—early number concept, matching letter-like forms and phonological processing. Data on factors associated with school readiness were collected through parent interview. Quantile regression analysis was used to explore school readiness scores.ResultsThis study included 203 school-going children (105 boys and 98 girls) having a mean (SD) age of 67.7 (±0.51) months. The phonologi...
Child’s Readiness for School as Priority Subject Determinant
Sabiedrība, integrācija, izglītība, 2020
The article deals with the issue of a child's readiness for school as an important personal determinant and a holistic system of child's individual characteristics. The child's readiness for school has been considered in the research holistically. It involves the development of motivational and cognitive activity, the level of formation of communication mechanisms, analytic-synthetic and volitional activities. Complex characteristics of physiological, mental, motivational and intellectual components of the preschooler's readiness for school have been taken into account. The objective of the article consists in analyzing the child's readiness for organized schooling as an important subjective determinant and justification of the cause-and-effect relationship between preschooler readiness for school and family education. Certain criteria for the six-year-old children's psychophysiological readiness for school in the process of conducting a comprehensive study have been considered. They are as follows: the health group (first or second); the level of physical and motor development in relation to age and sex norms; sensorimotor properties and skills; intellectual development, social maturity. In order to diagnose the child's readiness for school the following methods have been used in the research: an experimental conversation to identify a preschooler's internal position (by T. Nezhnova); school readiness assessment (by Kern's-Yerasek test); the technique of "Graphic Dictation" (by D. Elkonin); the test "Preservation of Quantity" (by J. Piaget); Philippine test etc. Based on the study of parents' involvement in the process of preparing children for school, the conditionality of the child's level of readiness is substantiated by the system of factors, certain conditions of the family in which she was brought up. The study proves that the child's successful transition from preschool to school is possible on condition that the child has developed appropriate physical, social and mental skills ensuring his/her readiness for school. The integrity of the process of the child's preparation for school and the development of the above mentioned components are the key to the child's further progress and socialization at school.
School Readiness From Kindergarten to Primary School
International Journal of Emerging Technologies in Learning (iJET)
The current paper review gives a brief and representative description of the role that school readiness from kindergarten education to primary education plays in every child’s academic life. Therefore many researchers note that school readiness tools play a notable role for the kindergarten teachers, the family and of course for the child in order to achieve a successful school life. Thus, the research team of this paper gives the presentation of some school readiness tools that are used by kindergarten teachers and specialist’s worldwide scoping to underlie strengths and weaknesses of preschoolers. Additionally, it is thought worthwhile to say that the readiness tools that are presented are used with the traditional way while some of them with the support of new technology. Lastly, the theoretical base of the significant role that school readiness plays from kindergarten to first grade and its crucial role for the child’s academic development is discussed shortly.