Examining preschool and kindergarten teachers' perceptions of readiness for kindergarten

This study examines differing perspectives on kindergarten readiness as defined by preschool and kindergarten teachers. Data were collected through classroom observations and semi-structured interviews of two preschool and two kindergarten teachers and analyzed using perspectives from the maturational theory, the accountability movement, and the ecological perspective. The literature indicates that there is no single concrete understanding developed by preschool or kindergarten teachers surrounding kindergarten readiness. Results of this limited study indicate that both preschool and kindergarten teachers value social and emotional development, focusing on group and individual understanding, as opposed to a focus on academic development per se.