Examination of Primary School Teachers’ Opinions on School Readiness Skills: Türkiye and the United States of America Example

Abstract

The transition to primary school is a crucial stage for children, teachers, and parents, with a particular focus on first-grade readiness. Teachers and parents worry that children must be well-prepared for the academic challenges of school. Primary school introduces a new social environment where children engage in structured educational activities, develop friendships, and acquire foundational academic skills. A child's readiness for school, encompassing knowledge, attitudes, skills, and behaviors, is influenced by prior experiences, which vary significantly among children from different backgrounds. This cultural variation affects the expectations of school readiness and academic success. This study aims to explore the perspectives of first-grade teachers from Turkey and the United States regarding essential school readiness skills. It also seeks to identify which skills these teachers prioritize. The study involved 126 first-grade teachers (63 from Turkey and 63 from the U.S.) and used a "Demographic Information Form" and a "Primary School Readiness Skills Survey" for data collection. The findings revealed key cultural differences: Turkish teachers emphasized "hand-eye coordination" in physical development, while American teachers highlighted "age-appropriate fine motor skills." Both groups ranked "following the teacher's instructions" as the most important factor in social-emotional development and "willingness to learn" as the most important approach to learning. For language development, Turkish teachers prioritized "expressing thoughts and feelings fluently," while American teachers focused on "phonological awareness." In cognitive development, Turkish teachers valued "conceptual knowledge," while American teachers emphasized "basic math skills." Both groups agreed on the importance of self-care skills, such as using the bathroom and personal hygiene.