Parents’ Reports of the School Readiness of Young Children from the National Household Education Surveys Program of 2007
All sorts of interesting data that sheds light on the huge variance in preparedness. For example:
All sorts of interesting data that sheds light on the huge variance in preparedness. For example:
Parents were asked how important they thought it was to teach their children certain things to prepare them for kindergarten. Sixty-two percent of children had parents who reported is [sic] was essential to teach their children about sharing, 56 percent had parents who reported it was essential to teach the alphabet, 54 percent had parents who reported it was essential to teach numbers, 45 percent had parents who reported it was essential to teach them how to read, and 41 percent had parents who reported it was essential to show them how to hold a pencil (table 3).
Parents were asked about the frequency with which they or other family members read to the child in the past week. Fifty-five percent of children were read to every day, 28 percent were read to three or more times in the past week, 13 percent were read to once or twice in the past week, and 3 percent were not read to at all in the past week (table 4). For children who were read to in the past week, the mean daily reading time was about 21 minutes.Interesting to note some of the variances in parental expectations as to what it is important to teach their children before they get to school (see tables 3 and 4).
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