Document Type
Issue Area Four
Abstract
In assessing the readiness of students to start school, many facets must be considered. In the field of early childhood education, it has become a stock statement that "the school needs to be ready for the child," rather than, "The child needs to be ready for the school." However, as we look at the reality of what is possible in schools with limited resources, the questions become, "How can we meet the needs of the diverse group of children entering our schools?" and "What are the limitations in meeting those needs?" Only when we can answer these questions at each school can we begin to assess whether the educational needs of a particular child can be met in a particular program at a particular school. For example, if we are talking about kindergarten, does this school follow the guidelines set forth by the National Association for the Education of Young Children (NAEYC) for implementing developmentally appropriate practices (Bredekamp & Rosegrant, 1992), or is there extensive work in large groups with children seated at desks? Are there 15 to 20 children in each class with a teacher and a teacher associate, or are there 25 to 30 children in a class with only a single teacher? In other words, "For what does a student have to be ready?"
Journal Title
Institute for Educational Leadership Monograph Series
Volume
4
Issue
2
First Page
101
Last Page
105
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1993 Institute for Educational Leadership, College of Education, and the University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Clark-Lempers, Dania S.
(1993)
"Assessing Readiness of Students to Start School: Ready for What?,"
Institute for Educational Leadership Monograph Series: Vol. 4:
No.
2, Article 27.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol4/iss2/27
