Early childhood education: Understanding pre-kindergarten and kindergarten readiness through Systems Theory

Abstract

Scope and Method of Study: This naturalistic inquiry case study explored a selected pre- kindergarten program and the extent of its provision for school readiness through the lens of General Systems Theory. Assessment results from kindergarten students at three separate elementary schools were analyzed, interviews were completed with select early childhood educators, and observations of pre-kindergarten classrooms were conducted.

Findings and Conclusions: The findings of this study are meant to contribute to the body of literature relating to early childhood education and school readiness. Of the 293 kindergarten students that had attended pre-kindergarten, 88% scored at or well above the benchmark on the assessment tool. In contrast, of the remaining 116 students who had not attended PK, only 61% met or scored above the DIBELS benchmark. These percentages provide statistical evidence of the positive results of early literacy instruction on school readiness. Additionally, a chi-square and simple regression analysis also suggest participation in pre-kindergarten is a determining factor on school readiness as measured by specific literacy skills. These findings will be beneficial as the expansion of early childhood programs continue.