Investigating school readiness : teachers and parents’s perspectives and practices in a public kindergarten located in Tangerang

Abstract

Early childhood education programs can serve as a beneficial starting point for promoting school readiness. Children can strengthen the foundational learning processes that will affect their lives in the future during early childhood programs. This study utilizes a qualitative case study approach with six teachers and five parents at a public kindergarten located in South Tangerang, Banten, Indonesia. The aims of this study are to gain a deeper knowledge of how teachers and parents perceive school readiness, and explores the practices taken by teachers and parents to promote school readiness, and develop an effective program to support school readiness. Focus group discussions (FGDs), interviews, questionnaires, and observations were the sources of the data. Additionally, this study employs thematic approach to analysis the data. The first finding, which pertain to the conceptualization of school readiness, highlight the maturationist view, such as socio emotional skill includes independence, interact well with the environment and good in adaptation. Furthermore, the conceptualization of school readiness emerged as holistic readiness includes supportive teacher and support from the government. The second finding focuses on the practices of teachers and parents, highlighting play-based learning and a naturalist approach, developing whole development aspect such as motoric skills, cognitive and language, socio emotional aspect, moral and religiosity and approach to learning aspect. Moreover, it also addressing the challenges faced by teachers and parents in the practice of school readiness. The third findings explore how school and teacher programs, aimed at promoting rich learning environment in the context of school readiness school readiness such as; child-centred that focuses on play matters, focus on children characteristic and respect on their progress. Lastly, fostering positive environments for children such as; personal approach, emphasize children’s security feelings, valuing various family background, and fostering effective communication with parents and school member. The study concludes that a collaborative effort between teachers, parents, and the government is crucial for fostering holistic readiness and rich learning environment skill readiness for children. The study analysis the conceptualization and practices of teachers and parents, advancing the arguments of Brofenbrenner's bioecological framework and constructivism learning theory for enhancing school readiness in public kindergarten environments. This thesis concluded by advocating for increased collaboration between home, kindergarten, and elementary settings in the development of a school readiness program for elementary school students.