TY - JOUR
T1 - the school readiness of children living in a disadvantaged area in Ireland
AU - Kiernan, Gemma
AU - Axford, Nick
AU - Little, Michael
AU - Murphy, Cliona
AU - Greene, Sheila
AU - Gormley, Michael
PY - 2008/6
Y1 - 2008/6
N2 - 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.
AB - 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.
U2 - 10.1177/1476718x08088674
DO - 10.1177/1476718x08088674
M3 - Article
SN - 1476-718X
VL - 6
SP - 119
EP - 144
JO - Journal of Early Childhood Research
JF - Journal of Early Childhood Research
IS - 2
ER -