| This qualitative study examines preschooler's perceptions of and attitudes toward kindergarten and school readiness. Individual and group interviews were conducted with a sample of 35 children attending four types of early childhood programs: full-time child care, Title I preschool, family drop-in center, and college laboratory preschool. Interview data were coded into nine emergent categories: Getting to School, School Building and Environs, People and Relationships, Kindergarten Activities, Rules and Expectations, Comparing Preschool to Kindergarten, Feelings Toward Kindergarten, School Readiness, and Sources of Information for Understanding Kindergarten. Results showed that children attempt to develop their understanding of kindergarten and its expectations from a variety of sources, primarily from other children and school visits. The social dimension of kindergarten was of greatest concern followed by familiarity with the physical environment. Children acknowledged that kindergarten would differ from preschool due to heightened academic and behavioral expectations. Their understandings of activities were generally accurate, although some confusion existed between work and play. The concept of being ready for school was seen by children as largely a matter of wanting to attend, rather than possessing prerequisite skills or knowledge. Despite minor reservations, children look forward to attending kindergarten and view it as an important rite of passage. By incorporating a child-centered perspective of school readiness, policies and practices pertaining to kindergarten transition and adjustment can be made more effective. |
