The factors influencing young children school readiness

• Main Authors: Shih, Chieh Yu, 施玠羽
• Other Authors: 徐聯恩
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/84511921222542416070

碩士 === 國立政治大學 === 幼兒教育所 === 95 === The main purpose of this study is to understand the concept of school readiness, and examine the experience of early childhood education, the educational quality in ECE (early childhood education), the background of family, parents participate, and the relationships of these items. This study adopts literature analysis and questionnaire investigation to achieve the goal. This study are 2 steps, the first step, 632 first grade elementary school students in Wenshan district and Wanhua district of Taipei City, and 477 samples were received, making the return rate of 75.5%. The second step, basing on 141 early childhood education centers the children attended in last year, and 73 samples were received, making the return rate of 51.8%. The sample results were analyzed by means, standard deviations, t-test, one-way ANOVA, Person’s product-moment correlation and stepwise multiple regression analysis. Depending on the result, the conclusions are as fallows: 1. The children study in private center is better than in public. And the school readiness of children in different types childcare centers has obvious different. 2. The correlation analysis found that there is moderate positive relationship between “How long are children in childcare centers” and “early childhood school readiness”. 3. The correlation analysis found that there is no moderate relationship between “the educational quality in ECE” and “early childhood school readiness”. 4. There were significantly different perceptions towards school readiness to different background family. 5. The correlation analysis found that there is moderate positive relationship between parents participate in early childhood time and elementary school time. “The parents participate in two step” and early childhood school readiness” also show positive relationship. 6. The income of the family per month, the participation of parents in early childhood time and how long children in childcare centers are were appropriate indicators in predicting early childhood school readiness. Otherwise, there are other researches results are discovered as follows: 1. The participation of parents in early childhood time and elementary school time are obviously high. 2. Family backgrounds can affect the choice of the type of the early childhood centers, and the type of the early childhood centers are concerned with family backgrounds and which areas they are in. 3. After children enter the elementary school, their school readiness in” study achievements “are good, and in “live hood adaption” show average. 4. There were moderate positive relationship between “the participation of parents” and “the factors of family backgrounds”, the higher level of education of their parents, their occupations, their position of social and economics and the income per month, the participation of parents show higher. 5. There were significantly different perceptions between types of early childhood centers and their qualities. According to previous conclusions, the researcher proposes some suggestions for parents, school, administration and researchers in the future.