Components of kindergarten school readiness

The purpose of this qualitative study was to identify beliefs of stakeholders regarding children's readiness factors with respect to the transition from prekindergarten to Kindergarten. In particular, the study was guided by a curiosity regarding whether or not the stakeholders involved shared similar beliefs about such readiness factors. Teachers, administrators, and parents were interviewed to name and discuss the readiness factors they believed should be considered during this transition. Themes emerged demonstrating multiple commonalities among the stakeholders with regards to readiness for children entering kindergarten, namely social, behavioral, academic, emotional, routine, and motor-skill readiness. There was less agreement regarding age readiness. In addition, all interviewees called for increased communication among the stakeholders, and increased parent knowledge. Implications of these findings, and recommendations for the roles of each stakeholder are provided