Статті в журналах: "Readiness for school"

1

Scharf, Rebecca J. "School Readiness." Pediatrics in Review 37, no. 11 (November 2016): 501–3. http://dx.doi.org/10.1542/pir.2016-0107.

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Williams, P. Gail, and Marc Alan Lerner. "School Readiness." Pediatrics 144, no. 2 (July 22, 2019): e20191766. http://dx.doi.org/10.1542/peds.2019-1766.

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3

Lewit, Eugene M., and Linda Schuurmann Baker. "School Readiness." Future of Children 5, no. 2 (1995): 128. http://dx.doi.org/10.2307/1602361.

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4

Dworkin, Paul H. "School readiness." Current Opinion in Pediatrics 3, no. 5 (October 1991): 786–91. http://dx.doi.org/10.1097/00008480-199110000-00005.

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5

MAY, DEBORAH, DEBORAH KUNDERT, OLIVER NIKOLOFF, EDWARD WELCH, MARY GARRETT, and DONNA BRENT. "School Readiness." Journal of Early Intervention 18, no. 3 (July 1994): 290–301. http://dx.doi.org/10.1177/105381519401800304.

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6

High, P. C. "School Readiness." PEDIATRICS 121, no. 4 (April 1, 2008): e1008-e1015. http://dx.doi.org/10.1542/peds.2008-0079.

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7

Moreno, Megan A. "School Readiness." JAMA Pediatrics 167, no. 8 (August 1, 2013): 784. http://dx.doi.org/10.1001/jamapediatrics.2013.2959.

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8

Rahmawati, Anayanti. "CHILDREN’S SCHOOL READINESS ENTERING ELEMENTARY SCHOOL." Early Childhood Education and Development Journal 1, no. 1 (August 23, 2019): 20. http://dx.doi.org/10.20961/ecedj.v1i1.33250.

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School readiness is the readiness that children must have to enter elementary school. School readiness includes the abilities that children need to learn well in school so that school success can be achieved. This research is a phenomenological qualitative research which aims to obtain an overview of school readiness that children have when entering the first grade of elementary school. The informants of this study were the first grade elementary school teachers totaling five people. The results of the study show that school readiness must have to be prepared early is the child's internal readiness, family readiness and school institution readiness. The child's internal readiness consists of cognitive readiness and social emotional readiness. Although cognitive readiness has been possessed by majority children, but social emotional readiness has not been fully achieved, even though it seems less attention to its achievements. This condition should not be ignored, because the realization of optimal children's internal school readiness is a combination of cognitive readiness and emotional social readiness. In addition, family preparedness and readiness of school institutions must also be sought as a form of support for children, so that children's school readiness is expected to be fully achieved optimally.

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Pagani, Linda S., and Caroline Fitzpatrick. "Children’s School Readiness." Health Education & Behavior 41, no. 1 (February 27, 2013): 25–33. http://dx.doi.org/10.1177/1090198113478818.

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Lersilp, Suchitporn, Tep-aksorn Tipsut, Phattariya Maboontham, Rattanaporn Sonngai, and Kewalin Panyo. "School performance readiness of elementary students with disabilities before starting the occupational therapy program in special education schools." Journal of Associated Medical Sciences 57, no. 3 (September 4, 2024): 18–29. http://dx.doi.org/10.12982/jams.2024.043.

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Background: School-based occupational therapists (SBOTs) work as health professionals in educational settings. School performance readiness is within the scope of SBOTs in providing a service for students who might have experienced decreasing performance during their school life. Objective: This study aimed to explore the school performance readiness of elementary students with disabilities before starting the occupational therapy program in special education schools. Materials and methods: The school performance readiness checklist for students with disabilities in special education schools was the research instrument. It comprised four areas: physical, social and emotional, pre-academic, and self-care readiness. Seventy-five elementary students with disabilities participated in this study. They consisted of 41 students with intellectual disability, 21 students with physical disability, and 13 students with sensory disability. Results: Results from the initial semester in special education schools showed that most of the students with disabilities (85.33%) needed support in promoting their school performance readiness, particularly in pre-academic readiness. This included most of those with intellectual disability (33.33%) and all of those with sensory disabilities, while all of the students with physical disabilities needed support in promoting physical readiness. Conclusion: Most students with disabilities needed support in promoting their school performance readiness according to their type of disability. Although the special education schools had enrolment criteria, SBOTs and school professionals should be concerned with providing related intervention programs to promote school readiness, particularly pre-academic readiness.

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Davies, Nathan, Rosie Cooper, and Manpreet Bains. "What is school readiness? A qualitative exploration of parental perceptions in England." Journal of Health Visiting 8, no. 8 (August 2, 2020): 338–44. http://dx.doi.org/10.12968/johv.2020.8.8.338.

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School readiness is a strong predictor of educational attainment and future health, but its meaning to parents is uncertain. This study aimed to generate an understanding of how parents conceptualise school readiness, and the forms of support they would find most acceptable and effective. Semi-structured interviews were undertaken with 17 parents and were analysed thematically. Parents appeared conflicted in their beliefs about the most important school readiness factors (physical, social and emotional health) and those they perceived schools to prioritise (numeracy and literacy). Parents reported orienting children towards developing cognitive skills because they believed schools favoured these over socio-emotional aspects of school readiness. Parents valued health visitors' input in developing understanding of school readiness. Parental understanding of school readiness could be better supported, along with information on how best to prepare children. Health visitors could play a pivotal role in school readiness and have opportunities to educate and empower parents of young children.

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12

Vacheva, Snezhana. "CHILDREN’S PERSONAL READINESS FOR SCHOOL ACTIVITIES." Journal scientific and applied research 4, no. 1 (October 10, 2013): 60–65. http://dx.doi.org/10.46687/jsar.v4i1.81.

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The paper dwells on the model of children’s personal readiness for studying in school. A number of characteristic features regarding children’s willingness are also discussed in the paper: child’s interest in school activities; his/her readiness to become a student and occupy a new position in the society; children’s personal drive for taking part in school activities; adopting studying skills; a level of social communication; a number of personal characteristic features, etc.

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13

Dakamo, Dereje. "An examination of primary school teacher's perception of school readiness programs." Cypriot Journal of Educational Sciences 18, no. 4 (April 24, 2023): 644–54. http://dx.doi.org/10.18844/cjes.v18i4.8869.

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School readiness implies that children are prepared for school, families are prepared to help them learn, and schools are prepared for them. It depends on the development of physical, cognitive, language, and socio-emotional development. This study was intended to examine the primary school teachers’ perception of school readiness. The participants were 30 teachers of 2 primary schools (Argo and Hogoba) from one of the 8 sub cities called Tabor, Hawassa City. The sub-city was selected using a lottery method and schools were selected by systematic random sampling technique. A survey design was employed to conduct this study. The questionnaire was the main data-gathering tool used. Independent-sample t-test, one-way ANOVA, and other descriptive statistics were employed to analyze data. The findings of the study reveal that primary school teachers have sufficient knowledge about school readiness programs. However, it was revealed that there is a substantial relationship between the perception, level of qualification, and age of the participants. Keywords: Perception; primary school; school readiness; teachers; transition to school.

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14

Anam, M. Khairul, Indra Prayogo, Susandri Susandri, Yoyon Efendi, Erlin Erlin, and Nurjayadi Nurjayadi. "The Readiness Analysis of Smart School Implementation Using Technology Readiness Index to Support Smart City Implementation." Bulletin of Social Informatics Theory and Application 6, no. 2 (December 30, 2022): 132–45. http://dx.doi.org/10.31763/businta.v6i2.507.

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Smart Schools have been widely applied in several schools within the scope of education and services as they are being encouraged to support Smart City. Smart Schools is a school concept utilizing information technology used in the teaching and learning process in the class and school administration. One of the schools in Pekanbaru City that will implement intelligent schools in Junior High School 17 Pekanbaru. Building smart schools themselves is adequate infrastructure such as servers, labor, and integrated systems and the readiness of schools and students to implement Smart Schools in the future. Therefore, to determine the readiness level of prospective users of the Smart Schools concept, the technology readiness index (TRI) method with four personality variables; optimism, innovativeness, discomfort, and insecurity. The purpose of this research was to find out the readiness index of prospective users in the implementation of Smart Schools and see what factors need to be improved from the readiness of prospective users. This research was expected to help Junior High School 17 prepare schools to become Smart Schools to support smart city implementation in Pekanbaru

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15

Sacks, A., and Beryl Watnick. "Family-School Partnership Increases School Readiness." Children & Schools 23, no. 3 (July 1, 2001): 188–92. http://dx.doi.org/10.1093/cs/23.3.188.

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16

Suleiman, Iyad, Maha Arslan, Reda Alhajj, and Mick Ridley. "Prediction Model of School Readiness." Journal of Information & Knowledge Management 16, no. 03 (July 31, 2017): 1750023. http://dx.doi.org/10.1142/s021964921750023x.

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Studying the school readiness is an interesting domain that has attracted the attention of the public and private sectors in education. Researchers have developed some techniques for assessing the readiness of preschool kids to start school. Here we benefit from an integrated approach which combines Data Mining (DM) and social network analysis towards a robust solution. The main objective of this study is to explore the socio-demographic variables (age, gender, parents' education, parents' work status, and class and neighbourhood peers influence), achievement data (Arithmetic Readiness, Cognitive Development, Language Development, Phonological Awareness), and data that may impact school readiness. To achieve this, we propose to apply DM techniques to predict school readiness. Real data on 306 preschool children was used from four different elementary schools: (1) Life school for Creativity and Excellence a private school located in Ramah village, (2) Sisters of Saint Joseph missionary school located in Nazareth, (3) Franciscan missionary school located in Nazareth and (4) Al-Razi public school located in Nazareth, and white-box classification methods, such as induction rules were employed. Experiments attempt to improve their accuracy for predicting which children might fail or dropout by first, using all the available attributes; next, selecting the best attributes; and finally, rebalancing data and using cost sensitive classification. The outcomes have been compared and the models with the best results are shown.

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17

Casey, Patrick H., and Larry D. Evans. "School Readiness: An Overview for Pediatricians." Pediatrics In Review 14, no. 1 (January 1, 1993): 4–10. http://dx.doi.org/10.1542/pir.14.1.4.

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Pediatricians historically have played a role in determining whether a child is prepared for school entry by performing preschool physical examinations. Recent trends, including a tendency among some middle-class families and school districts to delay entry of typical kindergarten-age children until the next school year, the increased use of school readiness tests in schools, and the emphasis of federal legislation to identify preschool (P.L. 99-457) and school-age (P.L. 94-142) handicapped children, have placed a greater burden on pediatricians to assess the "school readiness" of their patients. Much controversy exists among educators about how to define school readiness, measure it, and manage children who may not be ready for school. Some of these controversies will be presented in this article. In light of these issues, a cautious role for pediatricians in assessing and making recommendations for school readiness, commensurate with the pediatricians' developmental perspective and awareness of the child's family and environment, will be described. What is School Readiness? All schools arbitrarily set a date by which children must reach their fifth birthday to enter kindergarten, and this date has moved ahead considerably during the past decades to the current typical September 1 to October 1 cutoff. Although this age approach may be the most equitable method of allowing access to public education, the earlier age of entry results in a younger group of children who are potentially less ready to participate in school.

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18

Nisa, Aida, M. Khairul Anam, Helda Yenni, Parlindungan Kudadiri, and Gunadi. "Clustering Junior Schools in Implementing Smart School Using The K-Means in Pekanbaru." Jurnal Sains, Nalar, dan Aplikasi Teknologi Informasi 3, no. 3 (July 3, 2024): 121–28. http://dx.doi.org/10.20885/snati.v3.i3.40.

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The purpose of this research is to determine the readiness of schools in implementing the Smart School system through various stages. One of the concepts of a Smart City involves integrating information and communication technology into the learning process at every school to create Smart Schools. However, not all schools are ready to implement this technology because it requires suitable technology to support the quality of teaching and learning. Another issue is the absence of information systems that can facilitate administrative tasks and the teaching and learning process. The use of the K-Means method is beneficial for clustering schools based on their stages, characteristics, and readiness to implement the Smart School system. This helps identify schools with the highest level of readiness. This research demonstrates that the use of K-Means can identify school readiness based on the established stages related to the Smart School system. It also can pique students' interest in developing and boosting the school's reputation as the best technology-based school.

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Kokkalia, Georgia, Athanasios S. Drigas, Alexandra Economou, and Petros Roussos. "School Readiness From Kindergarten to Primary School." International Journal of Emerging Technologies in Learning (iJET) 14, no. 11 (June 14, 2019): 4. http://dx.doi.org/10.3991/ijet.v14i11.10090.

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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.

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20

Dworkin, P. H. "Pediatrician and School Readiness." Pediatrics in Review 11, no. 3 (September 1, 1989): 67–68. http://dx.doi.org/10.1542/pir.11-3-67.

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Dworkin, Paul H. "Pediatrician and School Readiness." Pediatrics In Review 11, no. 3 (September 1, 1989): 67–68. http://dx.doi.org/10.1542/pir.11.3.67.

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Editor's note: A reader wrote to ask whether or not the battery of tests for school readiness he uses is appropriate and adequate. We asked Dr Dworkin to respond with the following commentary. The pediatrician, as the professional concerned with monitoring the growth and development of children during the preschool years, is well suited to contribute to the assessment of children's readiness to begin the task of academic learning, as well as participate in the early identification of children at risk for school dysfunction. Pediatricians view the early identification of children with potential learning disabilities as an important component of primary care.

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22

Lamberty, Gontran, and Keith Crnic. "School Readiness Conference: Recommendations." Early Education & Development 5, no. 2 (April 1994): 165–76. http://dx.doi.org/10.1207/s15566935eed0502_7.

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23

Vernon-Feagans, Lynne, and Clancy Blair. "Measurement of School Readiness." Early Education & Development 17, no. 1 (January 3, 2006): 1–5. http://dx.doi.org/10.1207/s15566935eed1701_1.

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Pekdogan, Serpil, and Esra Akgul. "Preschool Children’s School Readiness." International Education Studies 10, no. 1 (December 26, 2016): 144. http://dx.doi.org/10.5539/ies.v10n1p144.

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The purpose of this study is to examine preschool teachers’ perspectives about children’s school readiness. Qualitative and quantitative research methods were used in the study as a mixed method research. Data, in the quantitative aspects of the research, were collected through the use of “School Readiness Form” developed by Boz (2004) and “School Readiness Checklist for 5-6 Age Children” developed by the researchers; from 204 preschool teachers. In the qualitative part of the research, open-ended questions were asked for preschool teacher to determine their opinions about children’s school readiness. While findings obtained from quantitative aspect revealed that there is a relationship between the skills that children must have and their school readiness; in the qualitative part of the research participants presented an opinion that academic, social communication skills, maturity, communication with parents and the developmental areas have an effect on children’s school readiness. In the study, qualitative and quantitative findings were coincided. Some recommendations are made in terms of findings.

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25

Flowerdew-Kincaid, Colette. "Improving readiness for school." Children and Young People Now 2017, no. 7 (March 28, 2017): 15. http://dx.doi.org/10.12968/cypn.2017.7.15.

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26

Brown, Jess. "Learnings on school readiness." Children and Young People Now 2016, no. 8 (April 12, 2016): 14. http://dx.doi.org/10.12968/cypn.2016.8.14.

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Mukkiri, Sujitha, Preeti Kandasamy, Mahadevan Subramanian, Venkatesh Chandrasekaran, and Shivanand Kattimani. "Content validation of school readiness module and school readiness scale for assessing school readiness in children with autism spectrum disorder." Asian Journal of Psychiatry 71 (May 2022): 103073. http://dx.doi.org/10.1016/j.ajp.2022.103073.

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28

Dangol, Rita. "Child safeguarding standards and perceived school readiness in Nepal." Theory and Practice in Child Development 2, no. 1 (June 30, 2022): 101–13. http://dx.doi.org/10.46303/tpicd.2022.12.

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Child safeguarding strategy and school readiness are crucial for creating a safe and sound learning environment in schools. In this context, this study intends to assess the influence of child safeguarding strategy on school readiness. So, the researcher carried the cross-sectional survey as the research design and adopted the self-administer questionnaire to collects data from 393 primary level school teachers from the Bagmati province of Nepal. After gathering data, the linear regression model was employed to analyze the data for obtaining results. This study obtained the significant relationship between child safeguarding strategy and school readiness. In the line with this result, school readiness is highly contributed by child safeguarding strategy in school settings. Overall, it is settled that ensuring child safeguarding strategies like policy, people, procedure, and accountability are essential for promoting school readiness. Thus, the child safeguarding strategy is necessary to establish a safe and sound environment for learning, which is also the motto of school readiness.

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29

Vacheva, Snezhana. "PHYSICAL READINESS OF CHILDREN FOR SCHOOL ACTIVITIES." Journal scientific and applied research 5, no. 1 (May 5, 2014): 113–16. http://dx.doi.org/10.46687/jsar.v5i1.117.

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The paper dwells on the model of children’s physical readiness for school activities. It further comments on the following criteria: good health condition of the child, child’s fitness, level of endurance and industriousness of the child’s body, high level of resistance against diseases, harmonic physical and nerve-psychic development, high level of motor development, cultural-hygienic habits and manners in maintaining the principles of personal hygiene, motor skills; physical skills with children, interest and desire for participating in physical activities.

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Subedi, Bidya Raj, and Clement Russell. "Multilevel Approach to Exploring Predictors of College Readiness in Reading and Mathematics." Advances in Social Sciences Research Journal 7, no. 10 (November 3, 2020): 364–78. http://dx.doi.org/10.14738/assrj.710.9226.

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For high school graduates and non-graduates, this paper explored significant student and school level predictors of college readiness in reading and mathematics for 9,952 students from 52 schools in one of the largest school districts in the United States. This study employed a two-level Hierarchical Generalized Linear Model (HGLM) that included student level (level-1) and school level (level-2) predictors in order to predict three categories of college readiness formed in combination with high school graduates and non-graduates. The results presented the list of significant predictors and across-school variances for predicting college readiness in reading and mathematics. The results found several academic, behavioral, and demographic predictors at student and school levels producing significant effects on college readiness in reading and mathematics. The across-school variance components for predicting the probabilities of mastery in college readiness both in reading and mathematics are found significant.

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Wangke, Lydia, Gregory Joey, Nurhayati Masloman, and Hesti Lestari. "Factors Related to School Readiness in Children: A Cross-Sectional Analytic Study of Elementary School Children in Manado." Open Access Macedonian Journal of Medical Sciences 9, B (October 23, 2021): 1387–93. http://dx.doi.org/10.3889/oamjms.2021.7294.

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Objectives School readiness is an overall condition of someone which makes him/her ready to give response or answer in a certain way to various situations. This study aims to determine the factors related to school readiness. Methods This is an analytic observational study with cross-sectional design, conducted at 4 elementary schools in Malalayang district, Manado, Indonesia between August – November 2018 (n=150). The significant value used is p <0.01. Data wasanalyzed using SPSS for Windows version 23. Results Of 150 subjects there were 109 children who were ready for school and 41 children who were not ready for school. Of the five factors studied, it was found that stunted affected school readiness (OR 21.6; 95% CI: 6.68-70.32, p<0.000), maternal education status affected school readiness (OR 4.1; 95% CI: 1.75-9.63, p<0.001), socio-economic status affects school readiness (OR 5.1; 95% CI: 2.35-11.11, p<0.000), and preschool affect school readiness (OR 6.8; 95% CI: 3.1-14.9, p<0.0001). In multivariate analysis, there were three factors that had an association with school readiness, namely height, preschool participation and socioeconomic status (OR 34.4; 95% CI: 7.19-166.6, p<0.001, OR 6.5; 95% CI: 2.28-18.55 p<0.0001, OR 4.8l; 95% CI: 1.59-14.92 respectively). Conclusion There were associations between height, maternal education status, socio-economic status and participation in preschool with school readiness. There was no association observed between the employment status of mothers and school readiness. Height of the children was strongly associated with school readiness.

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Deviyanti, Seklin Nova, Warni Tune Sumar, and Nina Lamatenggo. "SCHOOL READINESS IN DEALING POST-COVID-19 PANDEMIC CONDITION AT JUNIOR HIGH SCHOOLS IN BATUDA GORONTALO." International Research-Based Education Journal 4, no. 2 (July 27, 2022): 133. http://dx.doi.org/10.17977/um043v4i2p133-147.

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This research is about school readiness in dealing with the post-covid-19 pandemic in junior high schools in Batudaa sub-district, Gorontalo district which aims to determine: (1) School readiness in managing health services, (2) School readiness in managing facilities and infrastructure, (3) School readiness in post-pandemic learning, and (4) School readiness in human resource management. This research method uses a quantitative approach with the type of research that is descriptive explanatory. Data collection techniques using questionnaires (questionnaires), interviews, and documentation. Data analysis techniques used are descriptive analysis techniques using percentage formulations. The results showed that: (1) School readiness in managing health services was in the ready category, (2) school readiness in managing facilities and infrastructure in the fairly ready category, (3) School readiness in learning management was in the ready category, (4) School readiness in human resource management is in the fairly ready category. For this reason, it is recommended: (1) Principals are expected to improve school readiness in managing health services and managing facilities and infrastructure in order to meet health protocol standards for face-to-face teaching and learning, (2) Educators and education staff are expected to be more creative and innovative in developing learning good post-pandemic, (3) Educators and education staff are expected to improve their abilities in the fields of technology, information and communication to be better prepared in good teaching and learning activities in the digital era, (4) Other researchers are expected to deepen this research, especially on aspects -aspects that have not been studied by researchers

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Rybak, Olga. "The structure of the primary school teacher’s readiness for professional activity: theoretical analysis." Visnyk of the Lviv University. Series Pedagogics, no. 36 (2022): 142–50. http://dx.doi.org/10.30970/vpe.2022.36.11561.

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The article substantiates the essence of the concept of “the future teacher’s readinessˮ on the basis of theoretical indicators: knowledge, skills and abilities through the indicator of the educational employee’s professionalism in professional activity. It presents the role of the teacherʼs work in the society, which is considered through the prism of basic values: scientific, cultural, and traditional as a great responsibility to the society for the quality education of primary school children. The professionalism of a new type of teachers in the new Ukrainian school which is based on the harmonious development of the junior school student is revealed. It is argued that the readiness of primary school teachers to work with younger students in primary education is of great importance. The opinion is highlighted that the main goal of education is a comprehensively developed personality in the aspect of moving from traditional to innovative learning. Various approaches (competence, personality-oriented, dialogical, criterion, synergetic) are used to develop the future primary school teachers’ readiness. The importance of these approaches is presented in the form of a structured system of the teacher’s readiness based on a disordered flow of information. Emphasis is placed on the readiness of the future primary school teachers through individual characteristics. It is stated that the readiness of the primary school teachers contributes to the modernization of the education system of the primary school children. Keywords: future teacher’s readiness, dialogical approach, competence approach, criterion approach, personality-oriented approach, primary school, teacher professionalism, professional activity, synergetic approach, structured system.

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Rahmawati, Anayanti, Mareyke Maritje Wagey Tairas, and Nur Ainy Fardana Nawangsari. "PROFIL KESIAPAN SEKOLAH ANAK MEMASUKI SEKOLAH DASAR." JPUD - Jurnal Pendidikan Usia Dini 12, no. 2 (November 30, 2018): 201–10. http://dx.doi.org/10.21009/jpud.122.01.

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ABSTRAK School readiness is children’s readiness to enter elementary school. School readiness is needed so that children can attend all school activities in elementary school well. This study aims to determine the condition of school readiness owned by children before entering elementary school. Method used in this research is survey. Data analysis was carried out descriptively by comparing the average score of each dimension in school readiness. Results show that the average score from the highest to the lowest in the dimension of school readiness are academic knowledge, dimension, physical health and motor development dimension, basic thinking skills dimension, self-discipline dimension, social emotional maturity dimension, and communication skills dimension. Achievement of the average score in cognitive dimensions (academic knowledge and basic thinking skills dimension) and physical health and motor development dimension are higher than non-cognitive dimensions (self-discipline, social emotional maturity and communication skills dimension). This condition needs to get attention because the realization of school readiness is a combination of all dimensions in school readiness. The low in one of these dimension will affect to the overall of school readiness’s quality. Keywords: School readiness, Children, Entering elementary school Kesiapan sekolah merupakan kesiapan anak untuk masuk Sekolah Dasar (SD). Kesiapan sekolah diperlukan agar anak dapat mengikuti semua kegiatan sekolah di SD dengan baik. Penelitian ini bertujuan untuk mengetahui kondisi kesiapan sekolah yang dimiliki oleh anak sebelum memasuki SD. Metode penelitian yang digunakan adalah survei. Analisis data dilakukan secara deskriptif dengan membandingkan nilai rata-rata setiap dimensi dalam kesiapan sekolah. Hasil penelitian menunjukkan bahwa nilai rata-rata dari tertinggi ke terendah dalam dimensi kesiapan sekolah adalah dimensi pengetahuan akademis, dimensi kesehatan fisik dan perkembangan motorik, dimensi ketrampilan berpikir dasar, dimensi disiplin diri, dimensi kematangan sosial emosional dan dimensi kemampuan berkomunikasi. Capaian nilai rata-rata dimensi kognitif (dimensi pengetahuan akademis dan ketrampilan berpikir dasar) dan dimensi kesehatan fisik dan perkembangan motorik lebih tinggi jika dibandingkan dengan capaian nilai rata-rata dimensi non kognitif (dimensi disiplin diri, kematangan sosial emosional dan kemampuan berkomunikasi).. Kondisi ini perlu mendapatkan perhatian karena terwujudnya kesiapan sekolah merupakan perpaduan antara semua dimensi dalam kesiapan sekolah. Rendahya salah satu dimensi akan mempengaruhi kualitas kesiapan sekolah secara keseluruhan. Kata Kunci: Kesiapan Sekolah, Anak, Masuk Sekolah Dasar

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Villar, Rycel Bungay, Alberto D. Yazon, Consorcia S. Tan, Lerma P. Buenvinida, and Marcial M. Bandoy. "School Heads’ Leadership Practices in The New Normal, Administrative Disposition, and Readiness of The Public Schools in Laguna." International Journal of Theory and Application in Elementary and Secondary School Education 3, no. 2 (October 31, 2021): 156–70. http://dx.doi.org/10.31098/ijtaese.v3i2.683.

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School heads from the Philippines and around the globe are currently affronted by unexpected levels of adversities. They are facing threats, and which have been perennial to many, if not all, school organizations. This study assessed the relationship between the school heads' leadership practices, administrative disposition, and readiness of the public schools among school principals in the City Schools Divisions in Laguna for the school year 2020-2021. Two hundred five (205) public school principals were the respondents of the study. The researcher utilized the descriptive-correlational research design and self-made questionnaire to assess and measure the variables under study. The statistical tools used to analyze the data gathered were Mean, standard deviation, Pearson r and Multiple Linear Regression Analysis. Findings revealed that the school heads' leadership practices and the administrative disposition were highly practiced during the new normal in the education system. In terms of the readiness of the public schools, the results revealed that the schools are much ready. The school heads' leadership practices and administrative disposition related the readiness of the school. The school heads' leadership practices in terms of resiliency in stress management and the administrative disposition in terms of inclusivity and accommodative significantly predicted the readiness of the public schools in the five City Schools Divisions in Laguna. This research contributed to the school’s governance operations and contingency plan that will be used by the five city schools in the division of Laguna.

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Bandyopadhyay, Amrita, Emily Marchant, Hope Jones, Michael Parker, Julie Evans, and Sinead Brophy. "Factors associated with low school readiness, a linked health and education data study in Wales, UK." PLOS ONE 18, no. 12 (December 11, 2023): e0273596. http://dx.doi.org/10.1371/journal.pone.0273596.

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Background School readiness is a measure of a child’s cognitive, social, and emotional readiness to begin formal schooling. Children with low school readiness need additional support from schools for learning, developing required social and academic skills, and catching-up with their school-ready peers. This study aims to identify the most significant risk factors associated with low school readiness using linked routine data for children in Wales. Method This was a longitudinal cohort study using linked data. The cohort comprises of children who completed the Foundation Phase assessment between 2012 and 2018. Individuals were identified by linking Welsh Demographic Service and Pre16 Education Attainment datasets. School readiness was assessed via the binary outcome of the Foundation Phase assessment (achieved/not achieved). This study used multivariable logistic regression model and a decision tree to identify and weight the most important risk factors associated with low school readiness. Results In order of importance, logistic regression identified maternal learning difficulties (adjusted odds ratio 5.35(95% confidence interval 3.97–7.22)), childhood epilepsy (2.95(2.39–3.66)), very low birth weight (2.24(1.86–2.70), being a boy (2.11(2.04–2.19)), being on free school meals (1.85(1.78–1.93)), living in the most deprived areas (1.67(1.57–1.77)), maternal death (1.47(1.09–1.98)), and maternal diabetes (1.46(1.23–1.78)) as factors associated with low school readiness. Using a decision tree, eligibility for free school meals, being a boy, absence/low attendance at school, being born late in the academic year, being a low birthweight child, and not being breastfed were factors which were associated with low school readiness. Conclusion This work suggests that public health interventions focusing on children who are: boys, living in deprived areas, have poor early years attendance, have parents with learning difficulties, have parents with an illness or have illnesses themselves, would make the most difference to school readiness in the population.

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Jannah, Miftachul. "Perceptions of Preschool Teachers on Children's School Readiness in Purwakarta Regency." International Social Sciences and Humanities 2, no. 2 (May 31, 2023): 402–10. http://dx.doi.org/10.32528/issh.v2i2.264.

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School readiness is the condition of a child who already has the ability and skills to participate in learning activities at school including physical readiness, mental social-emotional abilities, the ability to interact and communicate, and knowledge readiness. This ability is a determinant of the success of children's learning processes and outcomes. The school readiness program for children is carried out from the age of 4-7 years through the transition stages of education. The teacher's perception of school readiness is fundamental because perception will determine the teacher's knowledge, understanding, and actions in an effort to create a quality learning process and output. The purpose of this research is to describe the perceptions of preschool teachers on children's school readiness in Purwakarta Regency. The method in this research is descriptive qualitative. The data collection process was carried out by interviewing teachers from 8 preschool in Purwakarta City. The material obtained from the interviews was transcribed and analyzed. The results of the research analysis have shown that age and literacy are considered the most ideal standard in determining children's school readiness. This is also reinforced by the selection to enter elementary school, especially favorite and competitive schools which require that prospective students already have the ability to read, write, and count. Therefore, parents provide strong interventions for preschool institutions to provide literacy and arithmetic learning programs. There is no cooperation between school and family because the teacher believes that school is the only institution that develops children's readiness to go to elementary school.

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Jung, Youn Ah, and Soo Jung Kim. "School readiness profiles on school adjustment in elementary school." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 18 (September 30, 2019): 875–95. http://dx.doi.org/10.22251/jlcci.2019.19.18.875.

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��, M. Shashkina, ��, and O. Tabinova. "Diagnostics of Readiness of School Graduates to Continue Mathematics Education." Standards and Monitoring in Education 4, no. 3 (June 17, 2016): 8–13. http://dx.doi.org/10.12737/20196.

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This article raises the problem of poor mathematical preparation of school graduates, who are potential university students. It is proposed to consider the main result of students� mathematical preparation at the profi le level at school from the standpoint of readiness to continue mathematical education further. The concept of �readiness of school graduate to continue mathematics education� is formulated. The article describes structural components of readiness as a result of education of graduates of secondary schools; these are cognitive, activity, motivational and evaluative, refl ective, evaluative, emotional and volitional components. The authors introduce a diagnostic program evaluating readiness of high school graduates to continue the mathematical education, which includes a variety of assessment tools and gauges. The authors present gathered during four years results of evaluation of the readiness level among fi rst-year students. The conclusions are made about the current readiness level by all selected components.

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Manurung, Yulinda Septiani, and Winida Marpaung. "PERAN SOCIAL MATURITY DALAM MEMBANGUN SCHOOL READINESS PADA MURID PRASEKOLAH KAYATA SCHOOL BERASTAGI." Jurnal Psikologi Universitas HKBP Nommensen 6, no. 1 (September 11, 2019): 43–52. http://dx.doi.org/10.36655/psikologi.v6i1.110.

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This study aims to see how the readiness of preschool children to enter primary school, especially their social maturity. The subjects of the study were 15 Berastagi Kayata School preschoolers aged four to seven year old. Data was taken with the Nijmeegse Schoolbekwaamheidstest (NST) test to obtain a picture of children's school readiness and the Vineland Adaptive Behavior Scale (VABS) to look more specifically at a child's social maturity. The research data were analyzed descriptively with a quantitative approach. The results obtained in this study are as the chronological age of Kayata School preschoolers become more mature, they are intellectually ready to enter elementary school. But socially and emotionally, their readiness is still not optimal to be able to participate in learning activities in elementary schools.

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Mutiah, Syifa Dwi, Minkhatun Nakhriyah, Nida Husna HR, Didin Nuruddin Hidayat, and Farida Hamid. "The Readiness of Teaching English to Young Learners in Indonesia." Jurnal Basicedu 4, no. 4 (October 13, 2020): 1370–87. http://dx.doi.org/10.31004/basicedu.v4i4.541.

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This study attempted to investigate teachers, students, and schools' readiness in conducting English programs for young learners in Indonesia. Therefore, the participants of this study were from three aspects, as mentioned above. There were two levels of schools involved in this study. Those were elementary and pre-school levels consisted of 10 elementary school teachers, pre-school teachers, elementary and preschool students, elementary and pre-school schools in several areas of Indonesia. The data were collected through the questionnaire and focused on their readiness to conduct English at their level. This study showed that students’ readiness to learn English was very high even though they often encounter obstacles or difficulties in the process of learning English in class. Meanwhile, facilities readiness to support the teaching-learning English process was not fully complete; the conditions and facilities were limited. On the other hand, the teacher readiness was high, although they lack confidence in using English in the classroom, and it was found that the teacher's educational background became one of the reasons. Additionally, teacher training was stated to be needed to develop their professionalism. However, they also stated that they had not joined that training yet. Therefore, less professional development training became a factor in decreasing the teacher readiness to teach at elementary and kindergarten levels.

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Galih Rakasiwi, Putra, Thomas Sukardi, Muhammad Indra, and Jefri Aldo. "The Role of Mediation of Work Motivation in Determining Working Readiness of Vocational School Students." Mimbar Ilmu 28, no. 3 (December 22, 2023): 382–93. http://dx.doi.org/10.23887/mi.v28i3.65109.

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The competency of vocational high school students is still said to be lacking in work readiness. This is caused by a lack of encouragement for oneself, family, school facilities, school environment, etc. This research aims to analyze the mediating role of work motivation in determining vocational school students' work readiness. This research uses an ex-post facto quantitative approach with the path analysis method. Research subjects in 3 vocational schools in machining engineering expertise in class XII with a total sample of 193 people. Data collection uses questionnaires, interviews, and documentation. Hypothesis testing in this study used SmartPLS 3 software. The findings show that work competency and industrial work practice experience can influence work motivation. Work motivation can directly influence students' work readiness. Indirectly, work competency affects work motivation through work readiness. Indirectly, industrial work practice experience affects work motivation through work readiness. It was concluded that work motivation plays a role in determining vocational school students' work readiness, especially in class XII machining engineering, followed by work competency and industrial work practice experience. So it is recommended to the vocational school community always to be motivated so that students are ready to work, have sufficient competence and experience, and always pay attention to the 3 things researchers discovered and discussed because vocational schools aim to work, continue, and become self-employed.

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Rahmawati, Anayanti, Mareyke Maritje Wagey Tairas, and Nur Ainy Fardana Nawangsari. "Children’s School Readiness: Teachers’ and Parents’ Perceptions." International Journal of Pedagogy and Teacher Education 2, no. 1 (May 2, 2018): 9. http://dx.doi.org/10.20961/ijpte.v2i1.14876.

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<h1>ABSTRACT</h1> The initial period of adjustment is something to be concerned about since it serves as a period, allowing to lay foundation for education which will contribute to children’s future academic life. It is not an easy period for children due to several school demands and expectations which should be fulfilled by children. To deal with this, children’s school readiness to attend their primary school is required. This qualitative research seeks to find out factors influencing children’s readiness to attend a primary school. The subjects of the research involved teachers and parents of children who planned to apply for admission into primary schools. The research results indicate that both teachers and parents of children shared the same perceptions regarding factors influencing the school readiness: cognitive and noncognitive factors. The former which involve reading, writing, and calculating skills are regarded significant since such skills are used as admission prerequisites for primary level in certain schools. Similarly, the latter are supposed to be important since they support children to successfully adjust to their primary school. Keywords: school readiness; primary school; children

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Meizatri, Ranti, Rusdinal Rusdinal, and Rifma Rifma. "Confirmatory Factors Influencing Innovative Schools in Indonesian Rural Areas." Educational Administration: Theory and Practice 29, no. 4 (October 13, 2023): 269–84. http://dx.doi.org/10.52152/kuey.v29i4.629.

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This study aims to describe the results of research on how schools in the rural areas of West Pasaman sub-district, Indonesia lead innovation at individual, class, and institutional levels. The study particularly identify the leadership role of school principals and school readiness to make changes. This research was conducted quantitatively with an expost facto and correlational study approach. The population was principals and elementary school teachers selected based on geographical considerations, namcely the location or distance of the schools from the district administration center. 200 elementary school teachers were selected as participant of the research. Structural Equation Modeling - Partial Least Square (SEM-PLS) was used for the analysis of quantitative data using an algorithm, bootstrapping, and blindfolding techniques. The results of this study prove that change leadership and readiness for change have a positive and significant impact on school innovation in Indonesian rural areas. Change leadership can foster readiness for change for school residents, especially teachers so that school innovation ultimately occurs. The results of this study prove that change leadership and readiness for change have a positive and significant impact on school innovation in Indonesian rural areas. Linearly, it can also be interpreted that change leadership can build readiness for change among school members, especially teachers, so that in the end a school innovation is formed. The role of the principal in the context of change starts from initiation, then implementation to the institutionalization of change.

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Tandoh, Akua, Amos Laar, Rebecca Pradeilles, Agnes Le Port, Hibbah Osei-Kwasi, Gideon Senyo Amevinya, Richmond Nii Okai Aryeetey, Charles Agyemang, and Michelle Holdsworth. "Addressing the marketing and availability of unhealthy food and beverages in and around selected schools in Ghana: a community readiness appraisal." BMJ Open 13, no. 9 (September 2023): e075166. http://dx.doi.org/10.1136/bmjopen-2023-075166.

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ObjectiveThis study assessed stakeholder readiness to address unhealthy food and beverage marketing and availability in/around Public Basic Schools (for children 4–15 years) in Greater Accra Region, the highly urbanised administrative capital of Ghana.DesignThe community readiness model was used to conduct in-depth mixed methods interviews with stakeholders. Using predefined anchored rating statements, quantitative readiness scores ranging from 1 to 9 were generated. Thematic qualitative analysis was undertaken to understand barriers and facilitators that could influence the implementation of interventions.SettingGreater Accra Region, Ghana.Participants18 key informants from various school/education/citizen sectors, which together represented the ‘school community’ of Greater Accra Region.ResultsThe mean readiness scores indicated that the ‘school community’ was at the ‘preplanning’ stage of readiness (4.44±0.98) to address the marketing and availability of unhealthy food and beverages in and around schools. The mean readiness score for ‘leadership’ was the highest of all dimensions (5.36±1.60), corresponding to the ‘preparation’ stage. The lowest scores were found for ‘community knowledge of efforts’ (3.19±2.45) and ‘resources for efforts’ (3.64±0.87), both of which were at a ‘vague awareness’ stage.ConclusionsThe ‘school community’ recognised that the marketing and availability of unhealthy food and beverages was a problem. Additionally, current leadership was actively supportive of continuing/improving efforts that create healthier children’s food environments. However, actions that aim to increase the ‘school community’s’ knowledge of existing interventions and securing resources to sustain those interventions are needed before introducing readiness appropriate strategies.

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Apriningsih, Apriningsih, Siti Madanijah, Cesilia Meti Dwiriani, Risatianti Kolopaking, and Yessi Crosita. "School Readiness in Weekly Iron Folic Acid Supplementation Program in Urban Area, West Java, Indonesia." Amerta Nutrition 4, no. 4 (November 30, 2020): 291. http://dx.doi.org/10.20473/amnt.v4i4.2020.291-298.

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Background:School based weekly iron and folic acid supplementation (WIFAS) program was aimed to decrease anemia prevalence and improve the adherence to consume iron tablet.Limited information on the school perspective and their readiness to implement the program.Objectives:To analyze program guidelines, stakeholders’ perspective and school readiness to implement the program which will help evaluate and improve adherence to WIFAS.Methods:Using cross sectional design with mixed method approach to utilize social ecological model and community readiness model.Results: Most of schools received awareness campaign regarding the program,only 38,9% have conducted a drinking together session once a week,only 27,8% recorded their students’ adherence.The average score for the school readiness was 3.36 (SD ±0.82), the school was in the vague awareness stage.There is a correlation between the score of school’s knowledge, attitude toward WIFAS program,City Health Authority and Education Regional Office ‘s support score, the total score of the school readiness, ever got socialization with implementation of WIFAS (r= 0.35, r=0.2, r=0.49, r=0.21, r= 0.66, r= 0.43, p value <0.005).The strongest correlation with implementation of WIFAS at school was the school readiness total score, ever received socialization and score school’s knowledge on WIFAS (p value <0.005) and City health Authority and Education regional office’s support score for WIFAS program as covariant (p >0.05).Conclusions: School readiness is important factor of community and environment which contribute to behavior change.School realize that anemia and schoolgirl adherence to consume WIFAS had to solved but did not know how and assume outside parties can help solve the problem.The City Health Authority and Education Regional Office is expected to help improve the school readiness to implement the program.

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Henty, Neil. "School readiness: interventions in action." British Journal of Child Health 2, no. 1 (February 2, 2021): 45–48. http://dx.doi.org/10.12968/chhe.2021.2.1.45.

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The transition to school from the home or early years setting is a crucial time in a child's life. Public health nurses and early years professionals have a crucial role to play in ensuring that children are ready for school entry. In this second part of a two-part series, Neil Henty looks at local strategies and interventions implemented in practice to improve school readiness.

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Gormley, William T., and Ted Gayer. "Promoting School Readiness in Oklahoma." Journal of Human Resources XL, no. 3 (2005): 533–58. http://dx.doi.org/10.3368/jhr.xl.3.533.

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Kay, Louise. "The complexities of school readiness." Early Years Educator 22, no. 12 (July 2, 2021): 34–36. http://dx.doi.org/10.12968/eyed.2021.22.12.34.

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In this second article of a three-part series, Professor Louise Kay unpicks the various transitions early years children experience and reports on the marginalisation and accountability which the school readiness agenda creates.

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Shaari, Mariam Felani, and Sabarinah Sh Ahmad. "Preschool Design and School Readiness." Asian Journal of Quality of Life 3, no. 10 (March 18, 2018): 109. http://dx.doi.org/10.21834/ajqol.v3i10.106.

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Preschool physical environments significantly affect children behavior and development. Efforts by the Malaysian Government to improve the quality of preschool education shows a lack of emphasis on the physical learning environment - despite overall improvements, school readiness remains moderate. In Malaysia, the impact of preschool physical learning environments on children’s school readiness is still unclear; thus, this paper aims to investigate, highlight and conclude a clear theoretical relationship between these two aspects through literature review. Findings are hoped to lay the groundworks for future research into this matter to improve preschool education in Malaysia.Keywords: Malaysian preschool education; Physical learning environment; Children school readiness; Children developmenteISSN 2398-4279 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

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