Unit:
Τομέας Ειδικής Παιδαγωγικής και ΨυχολογίαςΒιβλιοθήκη Δημοτικής Εκπαίδευσης
Dissertation committee:
Γεώργιος Δράκος,Ομοτ. Καθηγητής,Π.Τ.Δ.Ε,Ε.Κ.Π.Α
Ευαγγελία Γαλανάκη,Καθηγήτρια Π.Τ.Δ.Ε, Ε.Κ.Π.Α
Μαρία Βλασσοπούλου, Επίκουρη Καθηγήτρια Τμήμα Ιατρικής Ε.Κ.Π.Α
Τριλιανός Αθανάσιος, Ομοτ. Καθηγητής Π.Τ.Δ.Ε, Ε.Κ.Π.Α
Πολυχρονοπούλου Σταυρούλα, Ομοτ, Καθηγήτρια Π.Τ.Δ.Ε, Ε.Κ.Π.Α
Μπαμπάλης Θωμάς, Αναπληρωτής Καθηγητής,Π.Τ.Δ.Ε, Ε.Κ.ΠΑ
Original Title:
Αντιλήψεις γονέων, νηπιαγωγών,δασκάλων και ειδικών ψυχικής υγείας για τη σχολική ετοιμότητα
Translated title:
Ιnvestigation of parents', kindergarten teachers‘, primary school teachers‘ and mental health professionals‘ perceptions of school readiness
Summary:
Background: School readiness appears to be a multi-leveled concept which includes the child‘s readiness regarding his skills in various fields (linguistic, emotional, visual-perceptual-motor, behavior, social, cognitive and attention-
concentration). It also requires the readiness of the family, the school, and the State. Trying to define the school readiness criteria, we must take into account the views of teachers (primary school and kindergarten teachers), mental health professionals and parents. A review of the literature lists similarities and differences in parents‘ and teachers‘ perceptions. Objectives: The study aims at recording differences and similarities in perceptions of school readiness of primary school teachers, kindergarten teachers, mental health specialists and parents as well as the impact of demographic and other factors, such as gender, specialty (for specialists), years of experience (for specialists and teachers ), occupation (for parents) and age. Methodology: 402 participants, 105 mental health specialists, 104 teachers, 93 kindergarten teachers and 100 parents filled in a Likert scale questionnaire created for the needs of the current study, which includes the rating of 9 school readiness factors: linguistic, emotional, visual-perceptual-motor, behavior, family environment, social, school environment, cognitive and attention-concentration. Results:Female participants seemed to value the following areas more than their male counterparts: linguistic, emotional, behavior, social, school environment, cognitive and attention-concentration. Teachers and parents seemed to value the emotional factors more than specialists do. Moreover, teachers valued the behavioral and the social sector higher than the others did, followed by the parents, whereas the specialists valued these two factors the lowest.
Additionally, the four groups ranked a number of suggestions in order of importance with regard to school readiness. All four ranked the sentence ―Ability of the teacher to meet the child's individual educational needs" in higher ranking positions and the sentence ―To separate words into syllables
and phonemes and to compose words from syllables and phonemes‖ in the lowest. Conclusions: All four groups attach great importance to all school readiness factors, including the factors related to family and school environment. Additionally, all four groups focus a lot on the readiness of the teacher and much less on preschool activities, such as syllabic and phonemic awareness.
Main subject category:
Special education
Other subject categories:
Special education
Keywords:
School readiness, linguistic, emotional, visual-perceptual-motor, behavior, family environment, social, school environment, cognitive, attention-concentration, primary school teachers, preschool teachers, mental health specialists, parents
Number of references:
454
