ISSN: 2945-4190
World Journal on Education and Humanities Research
Creative Commons Attribution 4.0 International
Vol. 4, Issue 4, pp. 146-158
Received, September 2024; Revised October 2024;
Accepted October 2024
Article
Aligning Kindergarten Readiness Expectations:
Perspective from Teachers and Parents
Carlyn Ociones
Helen Revalde
Marjorie Añero
Lilibeth Pinili
Corresponding Author: carlspedece@yahoo.com
Abstract: This study examines the expectations and perceptions of teachers and parents
regarding kindergarten readiness, focusing on the skills and qualities deemed essential
for children’s successful transition into formal schooling. Using a quantitative
descriptive correlational design, data were gathered from teachers and parents
through structured questionnaires to assess their views on readiness indicators such as
academic skills, social-emotional development, and daily support. Findings indicate
high alignment between the two groups, with both teachers and parents rating
qualities like early academic preparation, physical well-being, and social skills as
“Highly Important.” Statistical analysis revealed no significant differences between
their expectations and perceptions, underscoring a shared understanding of
kindergarten readiness. This alignment suggests that both groups value a balanced
approach to readiness, combining foundational academic skills with socio-emotional
and physical competencies. The study concludes that collaborative efforts between
teachers and parents, supported by consistent communication, are essential for
fostering children’s school readiness and enhancing their early learning experiences.
Keywords: Kindergarten readiness, Teacher expectations, Parent expectations, Teacher-parent
collaboration
Introduction
Copyright: © 2024 by the authors.
Submitted for possible open access
publication under the terms and conditions
of the Creative Commons Attribution (CC BY)
license(https://creativecommons.org/licens
es/by/4.0/).
Transitioning from preschool to kindergarten marks a critical
milestone in a child’s educational journey, where “school readiness”
becomes a pivotal focus for both educators and families. Kindergarten
readiness encompasses a broad array of skills essential for children’s
academic, social, and emotional success, including language and
literacy development, numeracy, self-regulation, and social-emotional
competence (Linder et al., 2022). Ensuring that children are prepared
Ociones et al. (2024). Aligning Kindergarten Readiness Expectations: Perspective from
Teachers and Parents. Copyright (c) 2024. Author (s). This is an open term of Creative
Commons Attribution License (CC BY). www.wjehr.com
ISSN: 2945-4190
for the demands of the kindergarten curriculum lays a foundation for
their ongoing academic and personal growth (Morrison et al., 2023).
While both parents and teachers share the goal of fostering
school readiness, their perspectives on what constitutes readiness often
differ. Teachers, informed by professional training, typically emphasize
behavioral and academic skills needed to meet curriculum standards,
whereas parents often prioritize general well-being and social maturity
(Dombkowski, 2021). This mismatch in expectations can shape the
child’s experience of kindergarten, potentially introducing challenges
during this significant transition (Pan et al., 2019). Research
underscores the importance of aligning teacher and parent expectations
to create a cohesive support system for children entering formal
schooling (Rodriguez et al., 2024).
In a study of over 7,000 kindergarten teachers, approximately
one-third reported that incoming students were not prepared for
kindergarten-level work, identifying gaps in language, emotional
regulation, general knowledge, and social confidence (Miller &
Goldsmith, 2017). Similarly, Rodriguez et al. (2024) found that both
parents and teachers viewed many kindergarten entrants as
underprepared, particularly in literacy and adjustment to the school
environment. This study highlighted the complexity of kindergarten
readiness, demonstrating how parents and teachers prioritize different
skill sets that they believe will foster school success.
Research further shows that children enter kindergarten with
diverse skill levels, influenced largely by parental involvement and
early life experiences (Dombkowski, 2021; Baker et al., 2022). Since
parents are often the primary influencers in a child’s early
development, examining readiness through their perspective provides
valuable insights. While teacher perspectives on readiness are
frequently studied, fewer studies have explored readiness from a
parental viewpoint, a gap that warrants further investigation to inform
educational policy and practice (Smith et al., 2022).
Historically, readiness assessments have focused primarily on
cognitive skills and chronological age, but there is a growing
understanding that social and behavioral competencies play a key role
in school success. Children who exhibit strong emotional regulation
and attention control tend to engage more effectively in academic
settings (Pan et al., 2019). However, studies suggest that over half of
young children in the United States face developmental challenges in
at least one key area by kindergarten (Pan et al., 2019; Davis et al., 2021).
This disparity in readiness levels underscores the need to address
variations in both skills and expectations to support a smoother
transition to kindergarten.
Today's kindergarteners are increasingly subject to academic
pressures, routines, and performance expectations. Understanding
how teachers and parents perceive and assess individual readiness can
inform strategies to address readiness discrepancies and align
Ociones et al. (2024). Aligning Kindergarten Readiness Expectations: Perspective from
Teachers and Parents. Copyright (c) 2024. Author (s). This is an open term of Creative
Commons Attribution License (CC BY). www.wjehr.com
ISSN: 2945-4190
expectations. Exploring the perspectives of both teachers and parents
on kindergarten readiness, this study seeks to contribute to the existing
body of knowledge and support the development of effective,
evidence-based strategies for facilitating children’s transition to
kindergarten (Johnson & Clark, 2021).
This study provides insights into the nuances of readiness by
proposing a school readiness strategic plan aimed at bridging gaps
between teacher and parent expectations. This plan identifies key
strategies and interventions to enhance children’s preparedness for
kindergarten, fostering a more aligned and supportive approach to
early childhood education transitions (Liu et al., 2023; Thomson &
Rivera, 2023).
Methodology
This study utilizes a quantitative descriptive correlational research
design to explore the expectations of teachers and parents regarding
kindergarteners’ school readiness. This approach is effective for
gathering objective measurements and analyzing statistical
relationships between variables, making it well-suited to examine the
perceptions and expectations of both teachers and parents. Data
collection is conducted through a structured survey questionnaire
adapted from the Kindergarten Teacher Survey on Student Readiness
(Welch & Welch, 1999), modified to capture relevant information about
the expectations held by each group. The survey focuses on key
domains such as the level of expectations, the importance of specific
school readiness qualities, and the perceived roles of parents and
teachers in preparing children for kindergarten. Data collection is
carried out at Mactan Elementary School, a recognized institution in
Lapu-Lapu City, where kindergarten teachers and parents serve as
respondents. The gathered data was analyzed using Pearson’s
correlation coefficient (Pearson’s r), a statistical tool selected to assess
the strength and direction of linear relationships between variables.
Utilizing a significance level of 0.05, this analysis reveal whether there
are statistically significant correlations between teacher and parent
expectations and perceptions of school readiness. Ratings on a Likert
scale (1-5) measure the extent of agreement with various statements,
with descriptors from “Very Low” (1.00-1.80) to “Very High” (4.215.00).
Results and Discussion
The finding provides an overview of the demographic and professional
background of the teacher-respondents. All respondents are female,
with half aged 30-32 (50%) and the other half aged 27-29 (50%),
indicating a relatively young teaching workforce. In terms of
educational attainment, the majority of respondents (75%) have
Ociones et al. (2024). Aligning Kindergarten Readiness Expectations: Perspective from
Teachers and Parents. Copyright (c) 2024. Author (s). This is an open term of Creative
Commons Attribution License (CC BY). www.wjehr.com
ISSN: 2945-4190
pursued graduate studies with Master’s units, while the remaining 25%
hold a Bachelor’s degree. This suggests a high level of academic
qualification among the teachers, with most having advanced training
beyond the undergraduate level. Additionally, the data on length of
service shows that half of the respondents have 6-10 years of teaching
experience, while the other half have been teaching for 1-5 years. This
range of experience highlights a mix of newer and more seasoned
teachers, contributing both fresh perspectives and established expertise
to the educational environment.
Moreover, parents’ respondents showed that the vast majority of
respondents are female (96%), with the largest age group being 32-41
years (44%), followed by parents aged 22-31 (38%). This indicates a
predominantly female and relatively young parent population, with a
smaller representation from older age groups, such as those over 52
(4%). Educational attainment (Table 6) varies, with 42% of parents
having completed high school, while 26% have attended college
without graduating. A smaller percentage have achieved higher
education, with 8% being college graduates and 4% holding Master’s
units, suggesting diverse educational backgrounds among parents.
Additionally, Table 7 shows that half of the parent-respondents (50%)
have 1-2 children, while 33% have 3-4 children, and 17% have five or
more children, indicating a range in family sizes.
Table 1. Extent of the teachers’ expectations on ensuring kindergarteners’ readiness in school
S/N
Indicators
WM
Verbal Description
Attending preschool is very important for success in
1
4.50
Very High
kindergarten.
Children who began formal reading and math
2
instruction in preschool will do better in elementary
4.25
Very High
school.
Parents should make sure that their children know the
3
4.50
Very High
alphabet before they start kindergarten.
If a child appears to be unready for kindergarten, I
4
3.50
High
would suggest he or she wait a year before enrolling.
Children with a readiness problem should enter school
5
as soon as they are eligible so they can be exposed to the 4.25
Very High
things they need.
6
Readiness, comes as children mature; you can't push it.
4.75
Very High
I can enhance children's readiness by providing
7
4.75
Very High
experiences they need to build important skills.
Parents should set aside time every day for their
8
5.00
Very High
kindergarten children to practice schoolwork.
Homework should be given in kindergarten almost
9
3.00
Very High
every day.
I assume that by the end of the kindergarten year all
10
4.75
Very High
children will be ready for first grade.
Aggregate Weighted Mean
4.33
Very High
The data in Table 1 reflects a high level of expectation among teachers
regarding kindergarten readiness, with an aggregate weighted mean of
4.33, indicating that teachers generally hold "Very High" expectations
Ociones et al. (2024). Aligning Kindergarten Readiness Expectations: Perspective from
Teachers and Parents. Copyright (c) 2024. Author (s). This is an open term of Creative
Commons Attribution License (CC BY). www.wjehr.com
ISSN: 2945-4190
for ensuring children’s preparedness for school. Several indicators
received particularly high ratings, including the importance of
attending preschool (mean = 4.50), children knowing the alphabet prior
to starting kindergarten (mean = 4.50), and the belief that readiness
comes naturally with maturity and cannot be forced (mean = 4.75).
Teachers also expressed strong confidence in their role in enhancing
readiness, with a mean of 4.75 for the statement on providing necessary
experiences to build essential skills. The highest rating of 5.00 was given
to the importance of parents setting aside time daily to help children
practice schoolwork, highlighting the value teachers place on parental
involvement in early learning. Conversely, there is more variation
regarding daily homework in kindergarten, with a relatively lower
mean of 3.00, showing a moderate agreement on this expectation.
Teachers also agree, though with slightly less consensus (mean = 3.50),
that children who appear unready may benefit from delaying
kindergarten enrollment by a year. Overall, the data reveals that
teachers strongly endorse both formal and parental preparation for
kindergarten, underscoring the importance of preschool and the
gradual development of readiness skills through structured
experiences and parental support.
Table 2. Extent of the parents’ expectations on ensuring kindergarteners’ readiness in school
S/
Indicators
WM
Verbal Description
N
Attending preschool is very important for success in
1
4.73
Very High
kindergarten.
Children who began formal reading and math
2
instruction in preschool will do better in elementary
4.69
Very High
school.
Parents should make sure that their children know the
3
4.66
Very High
alphabet before they start kindergarten.
If a child appears to be unready for kindergarten, I
4
4.06
High
would suggest he or she wait a year before enrolling.
Children with a readiness problem should enter school
5
as soon as they are eligible so they can be exposed to
4.59
Very High
the things they need.
6
Readiness, comes as children mature; you can't push it. 4.28
Very High
I can enhance children's readiness by providing
7
4.62
Very High
experiences they need to build important skills.
Parents should set aside time every day for their
8
4.76
Very High
kindergarten children to practice schoolwork.
Homework should be given in kindergarten almost
9
3.98
High
every day.
I assume that by the end of the kindergarten year all
10
4.62
Very High
children will be ready for first grade.
Aggregate Weighted Mean
4.50
Very High
The data in Table 2 indicates that parents have high expectations
regarding their children’s readiness for kindergarten, with an
aggregate weighted mean of 4.50, reflecting a "Very High" level of
expectation overall. Parents placed the greatest emphasis on setting
Ociones et al. (2024). Aligning Kindergarten Readiness Expectations: Perspective from
Teachers and Parents. Copyright (c) 2024. Author (s). This is an open term of Creative
Commons Attribution License (CC BY). www.wjehr.com
ISSN: 2945-4190
aside time daily for their children to practice schoolwork, as indicated
by the highest weighted mean of 4.76. This suggests that parents see
daily reinforcement as essential for readiness. Similarly, attending
preschool was rated very highly (mean = 4.73), underscoring parents’
belief in the foundational role of preschool in preparing children for
kindergarten. Other indicators, such as beginning formal reading and
math instruction in preschool (4.69) and ensuring children know the
alphabet before starting kindergarten (4.66), highlight a strong parental
focus on early academic preparation. In terms of developmental
readiness, parents also rated highly the notion that readiness comes
naturally with maturity (4.28), suggesting some recognition of
developmental timing in readiness. However, there was also a
substantial inclination (mean = 4.59) toward enrolling children with
readiness issues as soon as they are eligible to promote exposure to
necessary learning experiences. Interestingly, daily homework in
kindergarten received a lower, though still "High," rating (3.98),
indicating a more moderate stance on this requirement. Overall, the
data shows that parents place significant importance on both structured
academic preparation and the provision of daily support, reflecting a
balanced approach to fostering kindergarten readiness.
Table 3. Degree of importance of the qualities of the kindergarteners should possess to be ready for
school as perceived by teachers
S/N
Indicators
WM
Verbal Description
1
Is physically healthy, rested, well nourished.
4.75
Highly Important
2
Finishes tasks.
4.50
Highly Important
3
Can count to 20 or more.
4.50
Highly Important
4
Takes-turns and shares.
5.00
Highly Important
5
Has good problem solving skills.
3.50
Important
6
Is enthusiastic and curious in approaching new activities. 4.75
Highly Important
7
Is able to use pencils or paint brushes.
5.00
Highly Important
8
Is not disruptive of the class.
4.00
Important
9
Knows the English language.
3.50
Important
10
Is sensitive to other children's feelings.
4.50
Highly Important
11
Sits still and pays attention.
4.00
Important
12
Knows the letters of the alphabet.
5.00
Highly Important
13
Can follow directions.
5.00
Highly Important
14
Identifies primary colors and basic shapes.
4.75
Highly Important
Communicates needs, wants, and thoughts verbally in
15
5.00
Highly Important
the child's primary language.
Aggregate Weighted Mean
4.52
Highly Important
The data in Table 3 reflects teachers' high expectations regarding the
qualities that kindergarteners should possess to be ready for school,
with an aggregate weighted mean of 4.52, indicating that these qualities
are deemed "Highly Important" overall. Several qualities were rated
with the maximum score of 5.00, demonstrating teachers’ strong
emphasis on specific skills. These include the ability to take turns and
share, use pencils or paintbrushes, know the alphabet, follow
directions, and communicate needs and thoughts verbally. This
Ociones et al. (2024). Aligning Kindergarten Readiness Expectations: Perspective from
Teachers and Parents. Copyright (c) 2024. Author (s). This is an open term of Creative
Commons Attribution License (CC BY). www.wjehr.com
ISSN: 2945-4190
underscores a focus on both social-emotional skills, such as sharing and
following directions, and foundational academic skills like alphabet
knowledge and verbal communication. Other highly valued qualities,
such as being physically healthy, enthusiastic about new activities, and
able to identify colors and shapes, all received a weighted mean of 4.75.
This indicates that teachers consider physical well-being and a positive
attitude toward learning as essential for kindergarten readiness. Skills
such as counting to 20 and finishing tasks also scored highly (4.50),
highlighting teachers' expectations for basic numeracy and task
completion. In contrast, qualities like problem-solving skills,
understanding English, and the ability to sit still and avoid disruptions
were rated slightly lower, although still important (mean = 3.50–4.00).
Overall, these findings suggest that teachers prioritize a blend of social,
physical, and academic skills to ensure kindergarteners are wellprepared for school, emphasizing foundational skills that support both
learning and classroom behavior.
Table 4. Degree of importance of the qualities of the kindergarteners should possess to be ready for
school as perceived by parents
S/N
Indicators
WM
Verbal Description
1
Is physically healthy, rested, well nourished.
4.63
Highly Important
2
Finishes tasks.
4.43
Highly Important
3
Can count to 20 or more.
4.40
Highly Important
4
Takes-turns and shares.
4.35
Highly Important
5
Has good problem solving skills.
4.38
Highly Important
6
Is enthusiastic and curious in approaching new activities. 4.61
Highly Important
7
Is able to use pencils or paint brushes.
4.52
Highly Important
8
Is not disruptive of the class.
4.53
Highly Important
9
Knows the English language.
4.21
Highly Important
10
Is sensitive to other children's feelings.
4.32
Highly Important
11
Sits still and pays attention.
4.36
Highly Important
12
Knows the letters of the alphabet.
4.48
Highly Important
13
Can follow directions.
4.59
Highly Important
14
Identifies primary colors and basic shapes.
4.48
Highly Important
Communicates needs, wants, and thoughts verbally in
15
4.63
Highly Important
the child's primary language.
Aggregate Weighted Mean
4.46
Highly Important
The data in Table 4 indicates that parents have high expectations
regarding the qualities kindergarteners should possess for school
readiness, with an aggregate weighted mean of 4.46, denoting these
qualities as "Highly Important." Parents placed the most importance on
physical health, rest, and nutrition, as well as the ability to
communicate needs, wants, and thoughts verbally (both with a mean
of 4.63). This suggests that parents prioritize children’s physical wellbeing and communication skills as key foundations for readiness. Other
qualities, such as enthusiasm and curiosity in approaching new
activities (mean = 4.61) and the ability to follow directions (mean = 4.59),
are also highly valued, indicating that parents see a positive attitude
toward learning and the capacity to follow instructions as crucial
Ociones et al. (2024). Aligning Kindergarten Readiness Expectations: Perspective from
Teachers and Parents. Copyright (c) 2024. Author (s). This is an open term of Creative
Commons Attribution License (CC BY). www.wjehr.com
ISSN: 2945-4190
readiness skills. Additional academic and social skills, including
counting to 20, finishing tasks, and using pencils or paintbrushes,
received high ratings (mean range = 4.35–4.52), highlighting that
parents appreciate both basic academic abilities and classroom
behavior skills. Interestingly, knowing English (mean = 4.21) was also
rated as "Highly Important," suggesting that language skills are valued,
though perhaps slightly less than other readiness indicators. Overall,
these findings show that parents prioritize a well-rounded set of
qualities for kindergarten readiness, emphasizing physical well-being,
communication, social skills, and a positive approach to learning,
aligning closely with the expectations of teachers but with a slightly
stronger focus on health and communication.
Table 5. Test of difference between the parents and teachers’ expectations on ensuring
kindergarteners’ readiness in school
Source of
Difference
Mean
Standard
Deviation
Teachers
4.33
0.57
Parents
4.50
0.44
*significant at p<0.05
Mean
Difference
Compute
d
t- value
p-value
Decision
-0.17
-0.761
0.448
Do not
reject Ho
Remarks
Not
Significant
The data in Table 5 presents the results of a statistical test comparing
the expectations of teachers and parents regarding kindergarteners'
readiness for school. Teachers had a mean expectation score of 4.33 (SD
= 0.57), while parents had a slightly higher mean score of 4.50 (SD =
0.44). The mean difference between the two groups’ expectations is 0.17. However, with a computed t-value of -0.761 and a p-value of 0.448,
the result is not statistically significant at the 0.05 level. Consequently,
the null hypothesis (Ho) is not rejected, indicating no significant
difference in the overall expectations of parents and teachers regarding
kindergarten readiness. This suggests that, despite minor differences in
mean scores, teachers and parents generally share similar views on
what constitutes readiness for kindergarten. Both groups hold high
expectations, as evidenced by their mean ratings, indicating a strong,
shared belief in the importance of preparing children thoroughly for
the demands of kindergarten.
Table 6. Test of difference between the parents and teachers’ perceptions on the qualities of the
kindergarteners should possess to be ready for school
Source of
Mean
Difference
Teachers
4.52
Parents
4.46
*significant at p<0.05
Standard
Deviation
0.10
0.53
Mean
Difference
Computed
t- value
p-value
Decision
Remarks
0.06
0.774
0.453
Do not
reject Ho
Not
Significant
The data in Table 6 shows the results of a statistical test comparing
Ociones et al. (2024). Aligning Kindergarten Readiness Expectations: Perspective from
Teachers and Parents. Copyright (c) 2024. Author (s). This is an open term of Creative
Commons Attribution License (CC BY). www.wjehr.com
ISSN: 2945-4190
teachers' and parents' perceptions of the essential qualities
kindergarteners should possess to be ready for school. Teachers
reported a slightly higher mean perception score of 4.52 (SD = 0.10)
compared to parents’ mean score of 4.46 (SD = 0.53), resulting in a mean
difference of 0.06. However, the computed t-value of 0.774 and a pvalue of 0.453 indicate that this difference is not statistically significant
at the 0.05 level. Therefore, the null hypothesis (Ho) is not rejected,
signifying no significant difference between teachers' and parents'
perceptions regarding the qualities necessary for kindergarten
readiness. These results suggest that both teachers and parents hold
similarly high regard for the qualities that children should possess to
be prepared for kindergarten, indicating alignment in their
perspectives on readiness qualities. This shared perception underscores
a mutual understanding and agreement on the importance of key skills
and behaviors for successful kindergarten entry.
Discussion
The results of this study underscore a general alignment between
teachers' and parents' expectations and perceptions regarding
kindergarten readiness, suggesting a shared understanding of what it
means for children to be prepared for school. Both teachers and parents
rated various academic, social, and behavioral skills as "Highly
Important" for ensuring kindergarten readiness, with parents slightly
emphasizing the importance of daily support and early preparation
(aggregate mean = 4.50) compared to teachers (aggregate mean = 4.33).
This finding aligns with existing literature, which highlights that
parents often view early academic and social engagement as critical
foundations for long-term educational success (Dombkowski, 2021).
Similarly, teachers value skills such as task completion, physical wellbeing, and alphabet knowledge, which are essential for classroom
management and meeting curriculum standards (Lin et al., 2020). The
consensus across both groups suggests a shared belief in a balanced
approach to readiness, incorporating both structured academic
preparation and socio-emotional development as essential aspects of
early education (Pan et al., 2019).
Additionally, the statistical tests comparing the expectations and
perceptions of teachers and parents reveal no significant difference
between these groups, as indicated by non-significant p-values in both
tests. This mutual alignment may be indicative of successful
communication and shared cultural expectations regarding early
education (Rodriguez et al., 2024). Recent studies have shown that
when parents and teachers hold similar views on readiness, children
experience a smoother transition into kindergarten, with fewer
behavioral and academic challenges (Liu & Long, 2022). By
understanding the importance of these qualities, both groups are likely
to work synergistically to provide children with consistent support in
Ociones et al. (2024). Aligning Kindergarten Readiness Expectations: Perspective from
Teachers and Parents. Copyright (c) 2024. Author (s). This is an open term of Creative
Commons Attribution License (CC BY). www.wjehr.com
ISSN: 2945-4190
developing critical skills. This alignment reinforces the value of a
collaborative approach to readiness, in which teachers and parents
engage in open communication and shared strategies to support
children’s early learning (Jones & Parker, 2023). Given these findings,
educational programs may benefit from including parent-teacher
workshops that promote aligned readiness goals, as well as fostering
environments that cater to the holistic development of young learners.
Conclusion
This finding showed that both teachers and parents hold similarly high
expectations and share a unified perspective on the qualities and skills
necessary for kindergarten readiness. The strong alignment between
teachers and parents highlights a mutual understanding of the
importance of academic, social, and behavioral competencies, with
both groups emphasizing early academic preparation, social-emotional
development, and structured daily support as key aspects of readiness.
This consensus suggests that both parents and teachers recognize the
value of a balanced approach, combining foundational academic skills
with socio-emotional and physical well-being to prepare children for
the demands of kindergarten. The lack of significant difference in
expectations and perceptions between teachers and parents further
reinforces the effectiveness of collaborative readiness strategies. When
educators and families work together with aligned expectations,
children experience a smoother transition into formal schooling,
benefitting from consistent support across both home and school
environments. This study’s results underscore the importance of
ongoing communication and shared goals between teachers and
parents, suggesting that collaborative efforts can enhance children’s
early learning experiences and foster long-term academic and personal
success.
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