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This book looks at readiness from a different perspective, arguing that we must move away from the readiness-as-child characteristic so prevalent in education and the popular press. Instead, readiness is explained as an idea constructed by parents, teachers, and children as they interact in their neighborhoods and communities.
Graue describes three communities in the same school district: a middle-class, suburban town of professionals; a rural, working-class community; and a group of Hispanic, working-class families making their way through their children's kindergarten experiences. In each setting, the local meaning of readiness is the underlying theme in the actions taken by parents and their attitudes about their children's first public school experience.
Tables
Preface
1. Many Views of Readiness
Trends in Policy Related to Readiness
Readiness as a Child Characteristic
A Change in the Representation of Readiness Issues
2. Theoretical Framework
Social Construction
Vygotskian Theory
Activity Theory
3. Studying Readiness
Focusing Questions
Constructing the Researcher's Role
4. Thomas Kindergarten Curriculum
The Kindergarten Curriculum Objectives
The District Report Card
Comparing the Core Conceptual Objectives and the Kindergarten Report Card
5. Fulton Elementary
Kindergarten at Fulton
"Getting a Good Start"
Kindergarten Tasks at Fulton Elementary
"Doing It Right"
"Learning to Write"
How Was the Meaning of Readiness Constructed at Fulton Elementary?
6. Norwood
Kindergarten at Norwood
"But Is He Ready?"
"Working Toward First Grade"
"Learning About Circles"
The Meaning of Readiness at Norwood
7. Rochester
Kindergarten at Rochester
"And Then There are My Kids..."
"Scissors"
Closing the Gap
"Modality Groups"
What is Readiness in This Situation?
8. Conclusions
The Constructed Meaning of Readiness
Kindergarten at Fulton, Norwwod, & Rochester
Constructing Readiness
Readiness and the Kindergarten Experience
Implications for Practice
Appendices
Bibliography
Index