How do kindergarten teachers perceive the impact of different public preschool program models (no preschool, half-day, full-day) on children’s literacy readiness at the start of kindergarten?

This study explores how attending preschool impacts children's literacy skills when they start kindergarten. Specifically, it looks at whether children who attend preschool are better prepared for reading and writing tasks compared to those who do not attend, and whether the amount of time spent in preschool, whether no pre-school attendance, part-time, or full-time, makes a difference in their literacy readiness.

Using data from the FAST literacy screener, a tool used to assess early literacy skills, the study provides data of the scores of kindergarten students who had different preschool experiences. This descriptive data was used to identify questions that would be asked of kindergarten teachers regarding their perceptions of the literacy readiness of children who attended preschool and what experiences they believed influenced these perceptions. The goal is to understand how preschool education influences a child's ability to succeed in kindergarten and beyond, especially in important skills like reading and writing.

The findings from this research are intended to provide valuable insights for parents, teachers, and policymakers about the role of preschool in early childhood education. By understanding the benefits of preschool, the study aims to help improve educational practices and support decisions about early learning programs that best prepare children for success in school.