| This qualitative study explored the readiness beliefs of a purposive sample of parents of kindergarten age-eligible children enrolled in five NAEYC accredited programs through in-depth interviews with 26 volunteers. The study examined parental beliefs about readiness, how beliefs influenced kindergarten entry decisions, and the social and cultural contexts influencing beliefs.; A phenomenological approach examined readiness beliefs from the perspectives of the participants, while the use of ecological systems theory situated the beliefs within current social and cultural contexts. Ten themes emerged through analysis of transcribed interviews. Parents believed readiness had multiple parts with social/emotional development, cognitive skills, and specific literacy skills strongly associated with readiness. Participants expressed developmental views of readiness related to the child's chronological age and perceived maturity. Youngness, especially when associated with boys, within the kindergarten cohort was an indicator of unreadiness. When discussing their individual children, parents relied on intuitions and observations.; Parents believed that readiness decisions were critical to the future educational careers of their children and relied on preschool assessments for kindergarten entry decisions. Peers and family experiences with the school system were additional sources of readiness information. Decisions about kindergarten entry included on-time entry, academic redshirting (holding-back), and bridge programs. Academic redshirting was an accepted response to readiness concerns. Parents believed kindergarten had changed in recent years, with academic expectations, especially reading requirements, increasing. Diversity of readiness abilities of entering kindergarteners and widely different kindergarten programs were challenges. Parents believed that they played a major role in helping their children get ready for kindergarten through home activities. With the exception of the whole child philosophy, NAEYC principles were not prevalent. There was little support for the ready school concept or on-time kindergarten entry.; Implications and recommendations included maintaining a whole child philosophy while incorporating early reading skills in preschool. Increasing the congruency of preschool and kindergarten curricula and readiness expectations was suggested. Examination of the utility of assessment instruments and recommendations for academic redshirting and bridge programs in NAEYC centers was indicated. Strengthening the parental role in kindergarten preparation was suggested, as was increasing consistency among kindergarten programs within communities. |
