A Study On The Factors Affecting The School Readiness For Children In Senior Kindergarten

“School Readiness” refers to the level of development that a child should achieve when entering school,or the level and state of physical and mental development that a child can adapt to in a new learning environment and task.Studies have shown that when children enter Pyramid school from kindergarten,because kindergarten and primary schools have huge differences in life and study,children will face various problems and challenges.At this time,whether children are ready for school will affect their academic achievement and quality in school.Therefore,it is of great significance for children to successfully transition from kindergarten to primary school.In addition to the influence of the quality of young children and kindergarten education,school readiness is also affected by the family.This study uses literature methods,questionnaire survey methods,observation methods and interview methods to explore the impact of infants and families on their school readiness through qualitative and quantitative empirical research,and proposes a family education strategy to promote children's school readiness.Provide a scientific basis for promoting the healthy development of young children.The research content mainly includes the following six parts:The first part is the basis of the topic and literature review.The basis of the topic selection includes the source of the topic,the definition of the concept,the theoretical basis,and the purpose and significance of the research.The literature review includes a summary of the research results of the connotation,classification,influencing factors and intervention measures for the children's school readiness at home and abroad.The second part is the research method.It mainly includes the selection of research objects,the use of research methods,data processing and quality control.Part three: Research Results.It mainly consists of three parts:First,the basic situation of the children being investigated.1.The temperament types of children can be divided into four types: easy-to-support,difficult-to-support,intermediate and slow-start.In this survey,there are 87 children wereintermediate children,accounting for 71.9% of the total number;5 children were difficult-to-support children,accounting for 4.1% of the total number;12 children were easy-to-support children,accounting for 9.9% of the total number;17 slow-moving children,accounting for 14% of the total.Among them,the intermediate children are the most,and the difficult-to-support children are the least.2.The family environment of children can be divided into three types: intimate,general and problematic.In this survey,there were 59 intimate and general type of family environment,accounting for 48.8% of the total,and 3 problematic families,accounting for2.5% of the total.The problematic family is the least.3.Children's school readiness can be divided into high-school readiness,medium-school readiness and low-school readiness.Among all the children surveyed,40 were children with high-school readiness,accounting for 33.1% of the total number;61 were children with medium-school readiness,accounting for 50.4% of the total;20 were children with low-school readiness,accounting for 16.5 of the total number.The proportion of children in medium-school readiness is the highest,the number of children who are high-school readiness is second,and the number of children who are low-school readiness are the least.4.School Readiness vary significantly in terms of gender,age,solitary status,and parental level of education.(p<0.05)Second,research on factors related to children's school readinessThe individual factors of children include: gender,age,activity level in temperament,regularity and other factors.Family factors include factors such as the one-child situation,parental occupation and education level,and family environment.School readiness includes eight factors: perception ability,auditory ability,motor coordination ability,perceptual transformation ability,language ability,math preparation,social adaptability,and learning approach.1.In the analysis of the individual factors of children and their school readiness,the individual factors of children are related to some dimensions in their school readiness.(p<0.05)2.In the analysis of the factors related to the family factors of children and their school readiness,the family factors of children are related to some dimensions in their schoolreadiness.(p<0.05).3.Multiple linear regression analysis showed that the individual and family factors of children had a significant predictive effect on their school readiness.Among them,in terms of visual perception ability,early childhood avoidance(t=3.27,p=0.001)is a protective factor,father is other occupations(t=-2.66,p=0.009)and mother's high school or secondary school education(t=-2.64,p=0.009)is a risk factor;in terms of auditory ability,family emotion expression(t=7.077,p=0.000)and children adaptability(t=3.707,p=0.000)are protective factors;in terms of motor coordination ability,the family's moral and religious views(t=3.39,p=0.001)and children's adaptability(t=2.354,p=0.02)are protective factors,and the child's regularity(t=-3.157,p=0.002)is a risk factor;in terms of perceptual conversion ability,6years old(t=2.437,p=0.016),father's master's degree or above(t=2.282,p=0.024)and children adaptability(t=3.095,p=0.002)are protective factors,girls(t=-2.748,p=0.007),non-only children(t=-3.027,p=0.003)and family organization(t=-3.048,p=0.003)are risk factors;in terms of language skills,children evasiveness(t=2.786,p=0.006)and family emotion expression(t=3.724,p=0.000)are protective factors,girls(t=-2.54,p=0.012)and family control are(t=-2.109,p=0.037)risk factors;in mathematics preparation,master's degree or above of father(t=2.39,p=0.018)and children's emotional essence(t=2.315,p=0.022)are protective factors;in terms of social adaptability,family intimacy(t=4.812,p=0.000)and entertainment(t=3.536,p=0.001)are protective factors,and fathers are other occupations(t=-2.618,p=0.01)is a risk factor;in terms of learning approach,children adaptability(t=2.192,p=0.03)are protective factors,and girls(t=-2.158,p=0.033)is risk factor4.In the study of the influence of individual factors and family factors on the preparation of children's school readiness,it is found that some dimensions of the family environment play a mediating role in the influence of individual factors on the children's school readiness.Among them,family entertainment played a mediating role in the influence of avoidance on school readiness(ab=0.0297),accounting for 12.17% of the total effect;family entertainment also played a mediating role in the influence of children's emotional essence on school readiness(ab=0.012),accounting for 17.88% of the total effect.The fourth part is analysis and discussion.Discussion and analysis of the impact ofindividual and family factors on their school readiness.The fifth part is the intervention process and effect evaluation.In this study,two low-school readiness children were randomly selected as intervention subjects.After consultation with parents and teachers,interventions were conducted for two children,and post-intervention assessments were conducted to find a scientific basis for further strategies to promote early childhood school readiness.The sixth part is countermeasures and suggestions.According to the influencing factors and the research results of the intervention,the educational suggestions for promoting the school readiness of children are proposed from the aspects of creating an intimate family environment and achieving good cooperation of family and kindergarten.