Educators’ perception of kindergarten readiness in addressing the readiness gap

This dissertation examined perceptions of kindergarten readiness in addressing the readiness gap. Surveys (n = 56) and interviews (n = 9) highlighted how characteristics such as school size, school type, race, and gender affected perceptions of kindergarten readiness. The results indicated that principals and teachers view social-emotional skills as a valued component of kindergarten readiness. The kindergarten readiness gap poses challenges for teachers, and addressing it requires strategies to reduce barriers. Recommendations included updating the curriculum to address students’ needs, providing professional development training for early education teachers, and expanding access to pre-kindergarten for early learners.