A Study Of Teachers Beliefs On Children’s School Readiness

In succession to the research on the interface problem between child care center and primary school, research on preschoolers’ school readiness has become another hotspot about the connection problem between preprimary school education and primary school education. Preschoolers’ inadequate school readiness will not only result in their poor adaptation after admission to primary school, but also bring to negative effects to family, school and society in the future. Research on teachers’ concept of preschoolers’ school readiness is mainly about the practical problems appeared during teacher’s educational and teaching activities, aiming to find teacher’s opinion on preschoolers’ school readiness and solve practical problems, which is helpful to improve teachers’ concept of preschoolers’ school readiness and promote teachers to aid preschoolers to be better prepared for school. The object of research consists of teachers in 5 kindergartens and 5 primary schools(from 1-3 grades) in S city of Xin Jiang. This research is carried out in the following thoughts: preliminary survey,formal questionnaire, interview survey, data collection and analysis, establish analysis model. Through the survey, the purpose of the research is analyzing the current situation and influencing factors of teachers’ concept of preschoolers’ school readiness, and hoping to provide S city with suggestions about renewing the educational method of teacher, promoting schools’ improvement on preschoolers’ school readiness, and helping preschoolers adapt to primary school smoothly and develop healthily.The results of this research are as followings:Firstly, teachers’ concept of preschoolers’ school readiness is partial. The survey shows that all the teachers’ scores on the overall importance of preschoolers’ school readiness are relatively high. But the longitudinal comparison, which covers five aspects, shows that teachers do not attach equal importance on the five aspects of preschoolers’ development. Results on kindergarten teachers’ research show that kindergarten teachers attach greater importance to the children’s development on health, sports, social, emotional and learning style. But they ignore preschoolers’ development on words, cognitive and general knowledge. While teachers of primary school in lower grade pay much more attention to children’s health, sports, language, social, emotional and learning style development, and ignore the development on cognition and general knowledge.Secondly, teachers’ concept on preschoolers’ school readiness is instable. Research shows that their concept varies according to teachers’ teaching experience and has a close relation with teacher’s professional career periodicity, which results in instable judgment to the importance of preschoolers’ school readiness.Thirdly, teachers’ joining concept of children’s school readiness. According to teachers’ comparison of the readiness content and adaption to primary school, etc, the results indicate that the current preschool teachers’ concept of preschoolers’ school readiness is not cohesive with that of primary school teachers.