A Survey Research Of Parents’ And Teachers’Beliefs On School Readiness And Children’s School Readiness Status

On the basis of existing research on school readiness and the feedback of the top class teachers, top class children’s parents and first grade teachers, the researcher design the questionnaire of top class children’s parents beliefs on school readiness and top class children’s school readiness status, and the questionnaire of top class teachers beliefs on school readiness and top class children’s school readiness status. According to the forecast questionnaire analysis and the feedback of primary school teachers, the researcher identify40school readiness project of health and sports fields, social development field,learning styles field, language development field and cognitive development field.In order to understand of top class parents and top class teachers beliefs on school readiness and the impact factor, the researcher hand out formal questionnaire in22kindergartens of Hangzhou, Cixi and Quzhou, survey243children’s parents and79top class teachers.On assessment of top class children’s school readiness status, this study comprehensive evaluation of the top class parents and top class teachers, and research further analysis the relationship of beliefs on school readiness and top class children’s school readiness status, the results are as follows:1.The concept of top class children’s parents and top class teachers on school readiness does not exist significant differences; But the concept of top class children’s parents and top class teachers on health and sports fields and cognitive development field exist extremely significant differences, the concept of top class children’s parents and top class teachers on social development field exist significant difference.2.The concept of different level kindergarten, different location types (urban and rural) top class parents on school readiness exist significant differences;The concept of different genders, different ages, different educational levels, different occupations, different economic income top class parents on school readiness exist significant differences.3.The concept of different location types (urban and rural) top class teachers on cognitive development field exist significant differences; The concept of educational levels, different titles and different number as top class teachers bout cognitive development field exist significant differences;The concept of different seniority top class teachers on school readiness exist significant;The concept of preparation and no preparation top class teachers on school readiness exist significant differences.4.The school readiness status of different levels, different location types (urban and rural) kindergarten top class children exist significant differences;The school readiness status of different age top class children exist significant differences;The school readiness status of only child and non-only child top class children exist significant differences.5.The concept of top class parents on school readiness and top class children’s school readiness status exist significant correlation;The concept of top class teachers on school readiness and top class children’s school readiness status exist significant low correlation.