The School Readiness of Children Living in a Disadvantaged Area in Ireland

Autor/inn/en	Kiernan, Gemma; Axford, Nick; Little, Michael; Murphy, Cliona; Greene, Sheila; Gormley, Michael
Titel	The School Readiness of Children Living in a Disadvantaged Area in Ireland
Quelle	In: Journal of Early Childhood Research, 6 (2008) 2, S.119-144 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X08088674
Schlagwörter	School Readiness; Disadvantaged Youth; Parents; Foreign Countries; Parenting Skills; Cognitive Ability; Urban Areas; Early Childhood Education; Interviews; Child Health; Family Environment; Family Influence; Neighborhoods; Environmental Influences; Questionnaires; Cognitive Development; Social Development; Emotional Development; Predictor Variables; Preschool Education; Student Characteristics; Educational Environment; Ireland + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Benachteiligter Jugendlicher; Eltern; Ausland; Denkfähigkeit; Urban area; Stadtregion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interviewing; Interviewtechnik; Familienmilieu; Neighbourhoods; Nachbarschaft; Environmental influence; Umwelteinfluss; Fragebogen; Kognitive Entwicklung; Soziale Entwicklung; Gefühlsbildung; Prädiktor; Pre-school education; Vorschulerziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Irland
Abstract	This study examined the multiple factors that contribute to the school readiness and early school progress of children living in an urban disadvantaged area. Structured interviews were undertaken with parents of children who had recently started school to elicit information about those aspects of children's health, and their home and neighbourhood contexts that may influence their school readiness. Questionnaires were administered to these children's teachers to assess the children's cognitive and socio-emotional school readiness and to identify influences on children's subsequent progress in their first year at school. Findings indicated that while the majority of children were ready for school, over one-third evidenced difficulties in relation to their cognitive abilities and socio-emotional skills. Regression analyses indicated that factors predictive of school readiness included parental living situation, parenting skills and preschool attendance. The factors cited as important in influencing children's subsequent school progress included children's characteristics, their home context, school and neighbourhood environment. Implications for policy and practice, notably preventive intervention programme development are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10