Currently, age is the primary indicator of kindergarten readiness. A concise list of readiness skills to guide parents and teachers when deciding if a child is ready for kindergarten is lacking. The literature reveals that older age kindergarten entrance is not a predictor of academic success, nor is age an accurate indicator of readiness. In this study, responses from approximately 22 kindergarten teachers to a readiness questionnaire identify and develop a succinct list of the skills these professionals view as most significant for kindergarten readiness. According to the teachers in this study, the ability to sit and listen for approximately 15 minutes is a very necessary readiness skill. Additionally, respect for peers, following directions, appropriate classroom behavior, and personal responsibility were also consistently identified as indicators of kindergarten readiness. While most teachers in the sample would prefer incoming kindergarten students to have already turned five before entering school, age and academic skills were not identified as necessary for kindergarten readiness in this study. Questionnaire is appended.
","abstract_html":"<p>Currently, age is the primary indicator of kindergarten readiness. A concise list of readiness skills to guide parents and teachers when deciding if a child is ready for kindergarten is lacking. The literature reveals that older age kindergarten entrance is not a predictor of academic success, nor is age an accurate indicator of readiness. In this study, responses from approximately 22 kindergarten teachers to a readiness questionnaire identify and develop a succinct list of the skills these professionals view as most significant for kindergarten readiness. According to the teachers in this study, the ability to sit and listen for approximately 15 minutes is a very necessary readiness skill. Additionally, respect for peers, following directions, appropriate classroom behavior, and personal responsibility were also consistently identified as indicators of kindergarten readiness. While most teachers in the sample would prefer incoming kindergarten students to have already turned five before entering school, age and academic skills were not identified as necessary for kindergarten readiness in this study. Questionnaire is appended.</p>","abstract_has_math":false,"creators":["Smith, Leslie Barden"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Madalienne F. Peters, EdD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-12-01T08:00:00Z","date_published":"2005-12-01T08:00:00Z","updated_at":"2026-07-24T02:04:35Z","subjects":["Student Behavior","Kindergarten","School Readiness","Academic Achievement","Teacher Attitudes","Preschool Teachers","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/masters-theses/151","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Madalienne F. Peters, EdD"]},{"key":"dc:creator","label":"Author","values":["Smith, Leslie Barden"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1970-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Student Behavior","Kindergarten","School Readiness","Academic Achievement","Teacher Attitudes","Preschool Teachers","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/masters-theses/151"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Currently, age is the primary indicator of kindergarten readiness. A concise list of readiness skills to guide parents and teachers when deciding if a child is ready for kindergarten is lacking. The literature reveals that older age kindergarten entrance is not a predictor of academic success, nor is age an accurate indicator of readiness. In this study, responses from approximately 22 kindergarten teachers to a readiness questionnaire identify and develop a succinct list of the skills these professionals view as most significant for kindergarten readiness. According to the teachers in this study, the ability to sit and listen for approximately 15 minutes is a very necessary readiness skill. Additionally, respect for peers, following directions, appropriate classroom behavior, and personal responsibility were also consistently identified as indicators of kindergarten readiness. While most teachers in the sample would prefer incoming kindergarten students to have already turned five before entering school, age and academic skills were not identified as necessary for kindergarten readiness in this study. Questionnaire is appended.
"]},{"key":"dc:title","label":"Title","values":["Kindergarten Readiness: Using Age or Skills in Assessing a Child’s Readiness"]}]}],"canonical_facts":{"dc:contributor":["Madalienne F. Peters, EdD"],"dc:creator":["Smith, Leslie Barden"],"dc:date.available":["1970-01-01T08:00:00Z"],"dc:description.abstract":["Currently, age is the primary indicator of kindergarten readiness. A concise list of readiness skills to guide parents and teachers when deciding if a child is ready for kindergarten is lacking. The literature reveals that older age kindergarten entrance is not a predictor of academic success, nor is age an accurate indicator of readiness. In this study, responses from approximately 22 kindergarten teachers to a readiness questionnaire identify and develop a succinct list of the skills these professionals view as most significant for kindergarten readiness. According to the teachers in this study, the ability to sit and listen for approximately 15 minutes is a very necessary readiness skill. Additionally, respect for peers, following directions, appropriate classroom behavior, and personal responsibility were also consistently identified as indicators of kindergarten readiness. While most teachers in the sample would prefer incoming kindergarten students to have already turned five before entering school, age and academic skills were not identified as necessary for kindergarten readiness in this study. Questionnaire is appended.
"],"dc:identifier":["https://scholar.dominican.edu/masters-theses/151"],"dc:subject":["Student Behavior","Kindergarten","School Readiness","Academic Achievement","Teacher Attitudes","Preschool Teachers","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"],"dc:title":["Kindergarten Readiness: Using Age or Skills in Assessing a Child’s Readiness"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:04:35Z"}