Exploring Out-of-School Play and Educational Readiness

摘要: Play researchers and theorists have cautioned that children’s early play is changing in a manner detrimental to their development. Meanwhile U.S. governmental pressures increasingly higher standards for education are the landscape of kindergarten learning. This study investigates relationship between out-of-school educational readiness. Parents students suburban Midwestern school district completed Child Survey on time children spent play. Kindergarten teachers rated three domains readiness using newly devised Illinois Individual Development (KIDS 2015): Attention Learning—Self-Regulation (ATL-REG); Social Emotional (SED); Language Literacy (LLD). Correlational regression analyses suggest not positively associated teacher ratings academic behavioral performance kindergarten. Rather, increased outdoor days non-school resulted lower scores all domains. Time was correlated free-reduced lunch eligibility, socioeconomic measure utilized study. Parent level, income attendance at 3-year-old preschool daycare were found influence measures. Implications future research presented.