| dc.description.abstract | The purpose of this study was to establish the perceptions of both pre-school and primary school teachers on school readiness of children transiting from pre-school to standard one. This study set out to investigate the following objectives: Determine the influence of the characteristics of a ready child on the perceptions of teachers on school readiness, establish the relationship between the characteristics of a ready family and the perceptions of teachers on school readiness, Determine the influence of the characteristics
of a ready school on the perception of teachers on school readiness and to Establish the relationship between the characteristics of a ready community and the perceptions of teachers on school readiness.
It was important to carry out this study because over time, there has been lack of a clear conceptual detinition of the qualities that comprise school readiness in children at various levels of transition. This has therefore impeded efforts to clarify the concerns regarding what it means to be ready for school thereby creating uncertainty. It was therefore necessary to establish how teachers perceive as ready the children transiting to standard one and if this perceptions fall within the suggested domains of readiness. A total of 380 teachers from both preschools and primary schools in Kabete District were used as the target population. These teachers were simply randomly sampled and this enabled them to have an equal chance of being selected.
Two sets of questionnaires were used to collect data. One was administered to teachers in standard one and the other to teachers in preschool. The SPSS software was used to analyze data using descriptive methods. Majority of the responses from both preschool and primary teachers show that they have similar perceptions on school readiness in regard to the preschool child. Responses also show that majority of these perceptions revolved around the factors that revolve around the defmition of a ready child, a ready family, a ready school and a ready community indicating a strong relationship between perceptions within the two groups of teachers.
Among the recommendations made are; need for schools to come up with strategies to improve the relationship and interaction between the preschool and standard one teachers, need for the Ministry of Education to prepare relevant in-service courses for both preschool and standard one teachers on readiness, need for school heads to coordinate in detail all activities that include transition of preschool children to standard one. The following suggestion for further research was made: A study on the challenges facing children on transit from pre-school to standard one. | en_US |
