Educators’ perceptions of school readiness within the context of a kindergarten entry assessment in Alaska

Abstract

This empirical study examined educators’ perceptions of kindergarten readiness, within the context of a larger study on the perceptions and use of the Alaska Developmental Profile, a mandated kindergarten entry assessment (KEA). The participants (n = 17) were primarily kindergarten teachers with varying years of experience. Data were collected through the use of surveys and semi-structured interviews and analyzed utilizing a qualitative approach. The results of the study suggest that educators’ perceptions of kindergarten readiness reflect a ‘come as you are’ philosophy and that ideally, children will come to kindergarten with some preschool experiences and some academic and social-emotional skills. The results also indicate that educators’ perceptions are not impacted by the use or results of a KEA. These findings encourage readers to consider how KEAs impact educators, what roles educators play in considering kindergarten readiness, and how schools might be ready for kindergartners instead of children being ‘ready’ for kindergarten.