The influence of educational setting during pre-kindergarten years on kindergarten readiness

Abstract

There has been an ongoing debate as to what is most beneficial environment for children during their pre-kindergarten years to prepare them for kindergarten. The purpose of this review of literature was to look at previous research regarding what is the greatest educational setting a child could be in during their pre-kindergarten years to maximize their kindergarten readiness in preparation for completing a survey and evaluation of local children. Not only are parents interested in the answer to this question but also so are teachers and the government. This review looked at various pre-kindergarten settings that a child may be in such as staying home with a parent or family member or being enrolled in a licensed daycare or preschool. It also discusses the effects on children placed in these various settings during their pre-kindergarten years and looks at kindergarten teachers’ expectations of skills children should have when entering kindergarten. This review looks at the way changing family dynamics has impacted the number of children enrolled in a daycare or preschool. The purpose of this review of literature is to describe the influence of different educational settings during pre-kindergarten years on kindergarten readiness.