| Summary: | 碩士 === 國立東華大學 === 幼兒教育學系 === 102 === School readiness refers to the abilities and basic conditions children possess before they enter regular schools. Besides extending the theory towards how parental occupations and social class affect parenting values and styles from sociologist, Kohn, this research adds the intervening variables, including parenting styles and positive-behavior support. So that it indicates the complete causal model of influencing the school readiness of preschool children, and further verifies the applicability of Kohn’s theory in preschool stage.
The result shows that the child abilities as an aspect of school readiness does not have significant difference according to the family socioeconomic background.; however self-directed parental values through intervening variables, such as positive behavior support and parenting style will affect school readiness of children's capability, showing outstanding positive results, even though Kohn believes family socioeconomic background, parental occupations, and education level those are not factors which influencing self-directed parenting values; School readiness, parenting values, positive-behavior support, and parenting styles have no significant impact with self-directed parenting values as well, apparently two types of school readiness theory models are not identical, only parts of Kohn’s theory can be verified by school readiness, and demonstrated by early childhood characteristic.
|
|---|
