Child Care and Early Education Research Connections

Skip to main content

Parent and teacher perceptions of ESL and non-ESL preschoolers’ school readiness

Description:

In this study, we explore parent and teacher perceptions of school readiness (SR) among 4-year-olds learning English as a second language (ESL) and native English-speaking 4-year-olds and compare these perceptions to child scores. Child assessments focused on letter and numeral knowledge. These data were collected from 387 children (52% boys), including 28% ESL children. Adult perspectives were collected from 141 parents (who rated one child each) and from 30 teachers (who rated 380 children). Findings indicated (a) children’s letter and numeral knowledge did not significantly vary by ESL status; (b) teachers, but not parents, rated ESL children significantly lower on literacy knowledge compared to non-ESL children; (c) teacher and, to a lesser extent, parent perceptions of children’s literacy and numeracy knowledge were positively associated with children’s scores; and (d) teacher perception of numeracy was significantly more aligned with children’s numeral knowledge compared to parent perception. Discussion of these findings is included. (author abstract)

Resource Type:
Reports & Papers
Country:
United States

- You May Also Like

These resources share similarities with the current selection.

The Parents as Teachers program: Its impact on school readiness and later school achievement: A research summary

Fact Sheets & Briefs

Getting Ready Checklist: Child Care Center

Instruments

Getting Ready Checklist: Family Child Care Providers

Instruments
Release: 'v1.54.0' | Built: 2024-02-19 12:13:38 EST