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- Publisher Website: 10.1016/j.ijer.2018.06.001
- Scopus: eid_2-s2.0-85049105690
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Article: Early childhood professionals’ perceptions of children's school readiness characteristics in six countries
Title | Early childhood professionals’ perceptions of children's school readiness characteristics in six countries |
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Authors | |
Keywords | School readiness Pre-service and in-service educator and teacher perspectives International comparison School readiness characteristics Transition to school |
Issue Date | 2018 |
Citation | International Journal of Educational Research, 2018, v. 90, p. 144-159 How to Cite? |
Abstract | © 2018 Elsevier Ltd The opinions of early years educators and primary school teachers regarding the school readiness characteristics (SRC) that best support a child's positive transition to school differ. The aims of our study were to determine key elements of perceived SRC and to identify the priorities of pre-service and in-service early years professionals in six countries: Australia, Austria, Colombia, Germany, Nicaragua, and Slovenia. In total, 1198 early years professionals responded to a survey that investigated perceptions of child school readiness characteristics. Independence, social skills and concentration were reported to be very important. Academic precursors and physical development were reported to be the least important SRC. Findings for the total sample and specific subgroups are presented and discussed. |
Persistent Identifier | http://hdl.handle.net/10722/273628 |
ISSN | 2023 Impact Factor: 2.6 2023 SCImago Journal Rankings: 1.060 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Niklas, Frank | - |
dc.contributor.author | Cohrssen, Caroline | - |
dc.contributor.author | Vidmar, Maša | - |
dc.contributor.author | Segerer, Robin | - |
dc.contributor.author | Schmiedeler, Sandra | - |
dc.contributor.author | Galpin, Rolf | - |
dc.contributor.author | Klemm, Vera Valeska | - |
dc.contributor.author | Kandler, Simone | - |
dc.contributor.author | Tayler, Collette | - |
dc.date.accessioned | 2019-08-12T09:56:11Z | - |
dc.date.available | 2019-08-12T09:56:11Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | International Journal of Educational Research, 2018, v. 90, p. 144-159 | - |
dc.identifier.issn | 0883-0355 | - |
dc.identifier.uri | http://hdl.handle.net/10722/273628 | - |
dc.description.abstract | © 2018 Elsevier Ltd The opinions of early years educators and primary school teachers regarding the school readiness characteristics (SRC) that best support a child's positive transition to school differ. The aims of our study were to determine key elements of perceived SRC and to identify the priorities of pre-service and in-service early years professionals in six countries: Australia, Austria, Colombia, Germany, Nicaragua, and Slovenia. In total, 1198 early years professionals responded to a survey that investigated perceptions of child school readiness characteristics. Independence, social skills and concentration were reported to be very important. Academic precursors and physical development were reported to be the least important SRC. Findings for the total sample and specific subgroups are presented and discussed. | - |
dc.language | eng | - |
dc.relation.ispartof | International Journal of Educational Research | - |
dc.subject | School readiness | - |
dc.subject | Pre-service and in-service educator and teacher perspectives | - |
dc.subject | International comparison | - |
dc.subject | School readiness characteristics | - |
dc.subject | Transition to school | - |
dc.title | Early childhood professionals’ perceptions of children's school readiness characteristics in six countries | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1016/j.ijer.2018.06.001 | - |
dc.identifier.scopus | eid_2-s2.0-85049105690 | - |
dc.identifier.volume | 90 | - |
dc.identifier.spage | 144 | - |
dc.identifier.epage | 159 | - |
dc.identifier.isi | WOS:000442061800014 | - |
dc.identifier.issnl | 0883-0355 | - |