A comparison of parents and teachers’ evaluations about school readiness among first-grade pupils of primary schools in Tehran
Children’s school readiness has received much attention from professionals in the field of education. Nevertheless, scholars in Middle East countries have not investigated this topic in a major way. The purpose of the present study was to determine (i) the most common parent–child activities for fir...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2015-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2015.1100975 |
| _version_ | 1797706356837318656 |
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| author | Lida Kakia Habil Nikolay Popov Abbas Madandar Arani |
| author_facet | Lida Kakia Habil Nikolay Popov Abbas Madandar Arani |
| author_sort | Lida Kakia |
| collection | DOAJ |
| description | Children’s school readiness has received much attention from professionals in the field of education. Nevertheless, scholars in Middle East countries have not investigated this topic in a major way. The purpose of the present study was to determine (i) the most common parent–child activities for first-grade pupils in Tehran primary schools as rated by parents; (ii) the skills and abilities of the children as rated by first-grade teachers; and (iii) the relationship between parents and teachers’ ratings of children’s readiness for school. Multi-stage cluster sampling was used to select samples, and the research instruments (questionnaires) were distributed among 36 teachers and 756 parents. The study found that the most common weekly activities with children among Tehran’s families were reading to the child, watching television, helping the child do chores, and playing sports. Teachers’ rating of children’s skills and abilities indicated that the majority of children had previous experiences with other children. In contrast, teachers report that pupils lack abilities such as following directions and instructions, positive prior reading experiences, and listening and paying attention in the classroom. In addition, there was a significant relationship between parents’ ratings of children’s activities and teachers’ reports of children’s different skills and abilities. |
| first_indexed | 2024-03-12T05:51:03Z |
| format | Article |
| id | doaj.art-f1e877e38e9f41478fe5e20863226575 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T05:51:03Z |
| publishDate | 2015-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-f1e877e38e9f41478fe5e208632265752023-09-03T05:11:43ZengTaylor & Francis GroupCogent Education2331-186X2015-12-012110.1080/2331186X.2015.11009751100975A comparison of parents and teachers’ evaluations about school readiness among first-grade pupils of primary schools in TehranLida Kakia0Habil Nikolay Popov1Abbas Madandar Arani2Comparative Education, Ministry of EducationSofia UniversityLorestan UniversityChildren’s school readiness has received much attention from professionals in the field of education. Nevertheless, scholars in Middle East countries have not investigated this topic in a major way. The purpose of the present study was to determine (i) the most common parent–child activities for first-grade pupils in Tehran primary schools as rated by parents; (ii) the skills and abilities of the children as rated by first-grade teachers; and (iii) the relationship between parents and teachers’ ratings of children’s readiness for school. Multi-stage cluster sampling was used to select samples, and the research instruments (questionnaires) were distributed among 36 teachers and 756 parents. The study found that the most common weekly activities with children among Tehran’s families were reading to the child, watching television, helping the child do chores, and playing sports. Teachers’ rating of children’s skills and abilities indicated that the majority of children had previous experiences with other children. In contrast, teachers report that pupils lack abilities such as following directions and instructions, positive prior reading experiences, and listening and paying attention in the classroom. In addition, there was a significant relationship between parents’ ratings of children’s activities and teachers’ reports of children’s different skills and abilities.http://dx.doi.org/10.1080/2331186X.2015.1100975childrenparentsschool readinessteachersTehran |
| spellingShingle | Lida Kakia Habil Nikolay Popov Abbas Madandar Arani A comparison of parents and teachers’ evaluations about school readiness among first-grade pupils of primary schools in Tehran Cogent Education children parents school readiness teachers Tehran |
| title | A comparison of parents and teachers’ evaluations about school readiness among first-grade pupils of primary schools in Tehran |
| title_full | A comparison of parents and teachers’ evaluations about school readiness among first-grade pupils of primary schools in Tehran |
| title_fullStr | A comparison of parents and teachers’ evaluations about school readiness among first-grade pupils of primary schools in Tehran |
| title_full_unstemmed | A comparison of parents and teachers’ evaluations about school readiness among first-grade pupils of primary schools in Tehran |
| title_short | A comparison of parents and teachers’ evaluations about school readiness among first-grade pupils of primary schools in Tehran |
| title_sort | comparison of parents and teachers evaluations about school readiness among first grade pupils of primary schools in tehran |
| topic | children parents school readiness teachers Tehran |
| url | http://dx.doi.org/10.1080/2331186X.2015.1100975 |
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