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School readiness: what aspects should the teachers’ to understand?

The first six years of life lay the foundation for many of the knowledge bases and skill required for successful school adjustment and later adult competence. The readiness or developmental status of a child when he or she makes the transition from home to school is the result of a complex web of in...

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Main Author: Abu Bakar, Zainudin
Format: Article
Language:English
Published: 2008
Subjects:
L Education (General)
Online Access:http://eprints.utm.my/id/eprint/11269/1/SCHOOL_READINESS_PAPER.doc
http://eprints.utm.my/id/eprint/11269/
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spelling my.utm.112692017-09-11T01:06:44Z http://eprints.utm.my/id/eprint/11269/ School readiness: what aspects should the teachers’ to understand? Abu Bakar, Zainudin L Education (General) The first six years of life lay the foundation for many of the knowledge bases and skill required for successful school adjustment and later adult competence. The readiness or developmental status of a child when he or she makes the transition from home to school is the result of a complex web of interactions between the child’s genetic endowment and the environment around the child. This study explored several aspects in school readiness and the importance of it to the personal development of the child in schooling life. A rural school from Batu Pahat was selected as a location of the research. Year One students were selected as the respondents of the study. In order to measure their school readiness several inventories for school readiness were used for the basic reference such as School Readiness Scale by Brackon (1984) and Nurture Group Reintegration Readiness Scale by Doyle (2001). This is very important for the study to develop a comprehensive Model of School Readiness. To gain more information about the respondents’ personal experience especially in upbringing their child, the interview session was conducted. The data explored a personal involvement of the respondents in the readiness process of the child as well as a supplement of the quantitative data. The study have identified five major aspects that should be included in defining the student readiness are physical well-being and motor development, emotional health and a positive approach to new experiences, social knowledge and competence, language skills, and general knowledge and cognitive skills. Majority of the respondents were not fully ready for school. They were found ready in certain aspect like cognitive but not for many other aspects. A model of school readiness was also developed and presented as a conclusion of the study. 2008 Article NonPeerReviewed application/msword en http://eprints.utm.my/id/eprint/11269/1/SCHOOL_READINESS_PAPER.doc Abu Bakar, Zainudin (2008) School readiness: what aspects should the teachers’ to understand? JPPG 2008 PROCEEDINGS . (Unpublished)
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
language English
topic L Education (General)
spellingShingle L Education (General)
Abu Bakar, Zainudin
School readiness: what aspects should the teachers’ to understand?
description The first six years of life lay the foundation for many of the knowledge bases and skill required for successful school adjustment and later adult competence. The readiness or developmental status of a child when he or she makes the transition from home to school is the result of a complex web of interactions between the child’s genetic endowment and the environment around the child. This study explored several aspects in school readiness and the importance of it to the personal development of the child in schooling life. A rural school from Batu Pahat was selected as a location of the research. Year One students were selected as the respondents of the study. In order to measure their school readiness several inventories for school readiness were used for the basic reference such as School Readiness Scale by Brackon (1984) and Nurture Group Reintegration Readiness Scale by Doyle (2001). This is very important for the study to develop a comprehensive Model of School Readiness. To gain more information about the respondents’ personal experience especially in upbringing their child, the interview session was conducted. The data explored a personal involvement of the respondents in the readiness process of the child as well as a supplement of the quantitative data. The study have identified five major aspects that should be included in defining the student readiness are physical well-being and motor development, emotional health and a positive approach to new experiences, social knowledge and competence, language skills, and general knowledge and cognitive skills. Majority of the respondents were not fully ready for school. They were found ready in certain aspect like cognitive but not for many other aspects. A model of school readiness was also developed and presented as a conclusion of the study.
format Article
author Abu Bakar, Zainudin
author_facet Abu Bakar, Zainudin
author_sort Abu Bakar, Zainudin
title School readiness: what aspects should the teachers’ to understand?
title_short School readiness: what aspects should the teachers’ to understand?
title_full School readiness: what aspects should the teachers’ to understand?
title_fullStr School readiness: what aspects should the teachers’ to understand?
title_full_unstemmed School readiness: what aspects should the teachers’ to understand?
title_sort school readiness: what aspects should the teachers’ to understand?
publishDate 2008
url http://eprints.utm.my/id/eprint/11269/1/SCHOOL_READINESS_PAPER.doc
http://eprints.utm.my/id/eprint/11269/
_version_ 1643645633918140416
score 13.211869

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