Quantitative And Qualitative Purpose Exercises

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Quantitative and Qualitative Purpose Exercises: Purpose Statement—Qualitative 1.The problem of teacher and parental communication during the kindergarten readiness process must be addressed for a smoother transition for young students. The necessity of addressing (1) teacher involvement in readiness transition and (2) effective communication interactions with the parent will be identified as a means in which to bring better results for student transition into kindergarten. One study defines the important role of early parent and teacher interaction as a means in which to resolve these anxieties for kindergarten readiness: “Early identification of teacher and parent goals for preschool children, frank discussion of upcoming transitions to kindergarten, and prioritization of specific parent/teacher readiness communication” (Hatcher et al 2012). This resource provides a qualitative interview-based study from the northeastern and southwestern sectors of the United States defines a growing disconnect between parent/teacher relations for students entering kindergarten. An interview process will define the role of teachers and parents within the complex interactions that occur within the school and outside of the school in relation to preparedness for the student. These variables must be taken into account to better gauge the readiness of the student and the psychological effects of readiness that may occur at this stage of educational development. The purpose of this study will be to better prepare parents and teachers to address readiness issues, which should be developed at an early proactive stage of communication in the preparation for kindergarten. References: Hatcher, B., Nuner, J., & Paulsel, J. (2012). Kindergarten ... ... middle of paper ... ... the pre-kindergarten writing skills, such as writing names and writing letters. This study provided a strong argument for the use of HWT-GSS curriculum as a positive example of stronger writing skills associated with cognitive motor development. More so, the purpose of this study will be identify a broader range of educational programs that can increase the readiness of pre-kindergarten students to achieve these goals. The issue of testing for kindergarten readiness has become a focal point in which educators must take into account the cognitive development of the student’s ability to write, but more importantly, they must evolve more efficient practices related to curriculum development I these educational environments. Student must continue to increase their writing capabilities if they are to be successful in transitioning to the kindergarten level of education.
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