Kindergarten Readiness Assessment Term Paper by Nicky

Kindergarten Readiness Assessment
Looks at the correlation of kindergarten readiness assessment tests and potential achievement in kindergarten.
# 149028 | 6,660 words | 20 sources | APA | 2011 | US
Published on Nov 20, 2011 in Education (Theory) , Psychology (Testing) , Education (Early Childhood)

$19.95 Buy and instantly download this paper now


This paper evaluates the use of assessment measurement tools of kindergarten readiness as based on the idealist/nativist, empiricist/environmental, social constructivist and interactionist theories. Next, the author reviews types of readiness tests, specific assessment tools and reported assessment studies. The paper concludes that, unless assessment results can be judged to measure accurately a child's capabilities, the value and use of these results are limited especially for individualizing instruction.

Table of Contents:
Theories of Readiness
Theories and Conceptions of Readiness
Types of Readiness Tests
Common Assessment Tools
Previous Studies
Development and Psychometric Properties of the Early Development Instrument (EDI)
The Lollipop Test
The Phelps Kindergarten Readiness Scale
The Social Constructivist Approach
Precautions Regarding School Readiness Assessment

From the Paper:

"Standing in contrast to the idealist/nativist view of the 'empiricist/environmentalist' view that holds that the child's readiness is determined by their knowledge of such things as counting, shapes, colors and so forth. Each of these constructs holds that the solution to the failure of the child in achieving a 'universal level of proficiency would be to give the child more time to mature or to learn these more-basic concepts, by placing the child in less-demanding programs." Yet, it is revealed in research that the individual's age is not as critical insofar as exerting influence upon that child's developmental progress when compared to the effect of schooling.
"The third view related in the work of High (2008) is the 'social constructivist' model which is reported to reject "the idea readiness is an endogenous process or a defined set of knowledge and sees readiness in social and cultural terms. The focus of this model is on the community and its values and expectations, rather than on the child. A potential problem with this view is the lack of focus on the individual child."
"Stated to be the final construct of readiness which has been proposed is what is termed an "interactional relational" model. From this view the focus is squarely on both the child, the child's environment and the interaction between the two."

Sample of Sources Used:

  • Mehaffie, K.E. and McCall, R.B. (2002) Kindergarten Readiness: An Overview of Issues and Assessment. Interdisciplinary Education and Research. University of Pittsburgh Office of Child Development. Online available at:
  • Meisels SJ. Assessing readiness. In: Pianta RC, Cox MJ, eds. The Transition to Kindergarten. Baltimore, MD: National Center for Early Development and Learning; 1999:39-66
  • Bentin S, Hammer R, Cahan S. The effects of aging and first grade schooling on the development of phonological awareness. Psychol Sci. 1991;2 (4):271 -274
  • (Willer B, Bredekamp S. Public policy report: redefining readiness: an essential requisite for educational reform. Young Child. 1990;45 (5):22 -24)
  • Weebly, Rachel (nd) Theories of Development and Learning. Online available at:

Cite this Term Paper:

APA Format

Kindergarten Readiness Assessment (2011, November 20) Retrieved April 20, 2021, from

MLA Format

"Kindergarten Readiness Assessment" 20 November 2011. Web. 20 April. 2021. <>