A Study Of Family’s Readiness On Children’s School Readiness

School readiness is an important subject in the field of children’s development in the pre-school education area, which is by the concerns of many researchers at home and abroad. And as an important background factor to support children’s school readiness, family has an important effect on children’s school readiness, even the whole life’s development.This study chose the parents from two different natures of kindergarten in Chengdu as the objects. The purpose is to get know the status quo of family-school readiness by interviewing the parents whose children are going to enter the primary school, and to investigate the degree of family-school readiness and the impact of different family variables on family’s readiness to children.The major findings of this study include:First, the four dimensions of the concepts of family’s school readiness are significantly different from each other. The sequence of the acceptance level is: Quality-Training in school readiness, the Function of school readiness, Early school readiness and No ready for school theory. There are significant differences between the two dimensions of the practices of family-school readiness. And the sequence of the degree level is:family help children prepare for school readiness, the family-self readiness. In particular, the sequence of the level-2dimensions under the two level-1dimension is:family helps children get the approaches to learning ready, family helps children get language development ready, family helps children get emotional social development ready, family helps children get the health and sports development ready, family helps children get learning readiness, family helps children get the good behavior habits ready, family environment readiness, family education ability readiness.Second, families of different SES levels have a significant difference between the concepts and practices of family-school readiness. The family with high socio-economic status has a higher acceptance and deeper readiness behavior on children’s school readiness.Third, families whose child is a girl, have a higher quality training, such as independence, responsibility etc. in school readiness than families whose child is a boy, so does the practices on good behavior habits cultivation.Fourth, there is no significant difference on the readiness ideas among different family structures. But the complete family (nuclear family) have a higher practice degree in children’s health and sports development readiness, knowledge readiness and approaches to learning readiness.Fifth, there is a positive correlation between the concept and practice of family-school readiness. Increasing family’s views on school readiness is helpful to improve family’s readiness practice.According to the conclusions above, suggestions are made as follows:1) Families should make itself full of preparation for school readiness than that help children get readiness;2) Families are supposed to pay more attention to children’s behavior readiness, and balance in all areas of school readiness;3) schools need to encourage parents to participate in children’s school readiness, especially those families whose SES are in an adverse conditions.