The Future of Education

Edition 14

Accepted Abstracts

Are They Ready?: Bilingual Children’s School Readiness

Yekta Koşan, Hacettepe University (Turkey)

Nefise Semra Erkan, Hacettepe University (Turkey)

Abstract

Regardless of receiving pre-school education, being monolingual or bilingual and having disadvantages; all 66 month children begin primary school, which is the first step of compulsory education. But is every child ready for school? School readiness is very important for children's current and future academic and non-academic success. Starting ready to school is not easy because readiness require some dimensions such as linguistic, cognitive and self-care skills. Ages of zero to six is known as pre-school period when the development of the child is the fastest and most critical. The health of the body, the skills that appear to be essential for school readiness, and personality characteristics are formed in these years, is expected to continue with the same direction at later ages. Even children who talk country’s formal national language, could have some problems to start ready to school; how about bilingual children? Especially, some families prefer to talk in different language at home as a mother tongue in the east part of Turkey. Because of this reason, children, who talk the tongue at home, mostly learn Turkish when they start school. This brings to mind the question of whether these children are ready for school or not. This study is conducted to examine the school readiness of bilingual the first grade students both receiving and not receiving preschool education according to some variables such as number of siblings, receiving pre-school education status, language mostly spoken at home and the family's socio-economic status. The sample of the study is 300 children that of 150 not receiving pre-school education and of 150 receiving pre-school education, chosen from public primary schools in Sanlıurfa -Viransehir. Children are selected via purposeful sampling method. Children both receiving and not receiving pre-school education knew both mother tongue and Turkish. Data of the study were collected through ‘Metropolitan Readiness Test 6th Edition’ that developed by Nurss ve McGauvran (1995) and "Family Information Sheet" which is prepared by the researchers and filled by families. Metropolitan Readiness Test has three section and four subtests.In this study quantitative method is used. As a result of this study, it is founded that school readiness of bilingual first grade children who did not receive preschool, are lower than children who received pre-school education. Results also show that the language mostly spoken at home, the numbers of siblings, the family’s socio-economic status have an effect on school readiness of bilingual children both receiving and not receiving preschool education.

 

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