Abstract |
The effects of different contexts on a person’s life and especially on a child’s life, are crucial
for his later development. The family’s environment, the neighborhood and the provided daily
education and training determine the level of school readiness. In this context, the purpose of
this PHD dissertation is the simultaneous examination of the child’s multiple ecological systems
and the effect on their behavior and developmental outcomes. The specific research
throughout the qualitative and quantitative methodology uses the review research, as suitable
for the purpose and the objectives of this research method. The research lasted one year, while
its research tools consisted of two Evaluation Scales and a questionnaire:
1) The Assessment Scale ACEI Global Guidelines Assessment - ACEI GGA (Association
for Childhood Education International). The evaluation of day care and education programs
(2006a, 2006b), which was distributed to each nursery school in the research sample and supplemented
by the preschool teacher, the person in charge, the head principle of the structure.
With this scale, which was self-assessed the level of quality of the nursery schools, where the
children attended before passing to the compulsory education, the kindergarten.
2) The "questionnaire for parents", (which was made by the researcher), was distributed to
each parent, whose child attended the specific kindergartens and was completed by one parent,
to examine the impact of the family environment and his neighborhoods’ environment, on
specific developmental areas of children.
3) The Scale of Classified Criteria based on the Curriculum (Gourgiotou & Klotsotyra,
2018) for each child who attended the kindergartens which were under investigation and
completed by the responsible kindergarten teacher of each child, to examine the school readiness
of the children’ research.
For the statistical data process of the research the SPSS 20 program was used and the
Cronbach΄s internal reliability index was calculated. The analysis of the results showed that
the positive effects of the three different contexts of young children can contribute to their
higher school readiness, in fact, acting as a support for the whole educational process. In particular,
it was found that the positive impact of the family environment, the neighborhood, but
also the structures of preschool education of a child, ensure a high level of school readiness, a
feature particularly important and decisive for the course of his life. Respectively, the crucial
value of the simultaneous and parallel provision of positive environments for a young child was found, since each context can in turn contribute crucially and redeeming to the structural
of the all-round development of his personality.
The value of this research is related to a specific perspective of utilizing the school readiness
of the young child, involving all the familiar environments of the child in which he lives in,
develops and socializes, in order to achieve at the highest level the overall many-sided cultivation
of his personality, and to acquire its optimal behaviors, but also the effectiveness of the
educational / pedagogical work which is offered.
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