The Impact of School Readiness Resources on Social-Emotional Development and Literacy Skills
Abstract
The purpose of the study was to determine whether groups of readiness resources in school, community and family positively affects teachers' and parents' perceptions of children's social-emotional development and literacy skills at the beginning of kindergarten. The study is a secondary data analysis utilizing data from the first wave of the Early Childhood Longitudinal Study-Kindergarten 1998-99 (ECLS-K) with a sample size of 21,409. Findings from the study revealed, literacy activities in the home and family's socio economic status was positively associated with teachers' and parents' perception of social emotional development. Hispanic children were more likely to be perceived by teachers as having more social emotional development compared to Black Non-Hispanic. White Non-Hispanic and Black Non-Hispanic children had more literacy skills at the beginning of kindergarten compared to Hispanic. Children perceived as having social interaction and interpersonal skills by teachers' and parents' were more likely to have lower literacy skills scores.
Subject Area
Social work|Early childhood education
Recommended Citation
Otuyelu, Folusho, "The Impact of School Readiness Resources on Social-Emotional Development and Literacy Skills" (2014). ETD Collection for Fordham University. AAI3620152.
https://research.library.fordham.edu/dissertations/AAI3620152
