~ A survey of 1,448 kindergarten teachers by the
National Center for Education Statistics revealed that 64% of them viewed
social skills as a more essential area of
development in kindergarten than academic skills (e.g., reading) (Meisels,
1998).
~ A recent study found that a music-based school-readiness program for preschool-aged children enhanced the learning of the school-readiness skills* that are important for transitioning into kindergarten (Ritblatt, Longthstreth, Hokoda, Cannon & Weston, 2013). The group that received the music program displayed significant growth in their social skills (e.g., cooperation and social independence) from the beginning of the year to the final assessment while the group that did not participate in the music classes showed no gains.
*According to Piotrkowski, Botsko, and Matthews, "school readiness consists of health and self-care, emotion and behavior regulation, interactions with and attitudes toward adults and children, effective communication of needs and feelings, an interest and engagement of the child in the world around them, motivation to learn, motor skills, cognitive knowledge, and ability to adjust to the kindergarten classroom’s demands" (2000, p. 540).
~ A recent study found that a music-based school-readiness program for preschool-aged children enhanced the learning of the school-readiness skills* that are important for transitioning into kindergarten (Ritblatt, Longthstreth, Hokoda, Cannon & Weston, 2013). The group that received the music program displayed significant growth in their social skills (e.g., cooperation and social independence) from the beginning of the year to the final assessment while the group that did not participate in the music classes showed no gains.
*According to Piotrkowski, Botsko, and Matthews, "school readiness consists of health and self-care, emotion and behavior regulation, interactions with and attitudes toward adults and children, effective communication of needs and feelings, an interest and engagement of the child in the world around them, motivation to learn, motor skills, cognitive knowledge, and ability to adjust to the kindergarten classroom’s demands" (2000, p. 540).
References
Meisels, S. J. (1998). Assessing readiness (Report No. 3-002). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement. Retrieved from: http://www.ciera.org/library/report/inquiry-3/3-002/3-002.pdf
Piotrkowski, C. S., Botsko, M., & Matthews, E. (2000). Parents’ and teachers’ beliefs about children’s school readiness in a high-need community. Early Childhood Research Quarterly, 15(4), 537-558. doi:10.1016/S0885-2006(01)00072-2
Ritblatt, S., Longstreth, S., Hokoda, A., Cannon, B., & Weston, J. (2013). Can music enhance school-readiness socioemotional skills? Journal of Research in Childhood Education, 27(3), 257.
Meisels, S. J. (1998). Assessing readiness (Report No. 3-002). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement. Retrieved from: http://www.ciera.org/library/report/inquiry-3/3-002/3-002.pdf
Piotrkowski, C. S., Botsko, M., & Matthews, E. (2000). Parents’ and teachers’ beliefs about children’s school readiness in a high-need community. Early Childhood Research Quarterly, 15(4), 537-558. doi:10.1016/S0885-2006(01)00072-2
Ritblatt, S., Longstreth, S., Hokoda, A., Cannon, B., & Weston, J. (2013). Can music enhance school-readiness socioemotional skills? Journal of Research in Childhood Education, 27(3), 257.