Examining School Readiness of Preschool Children with Different Cognitive Style

Abstract

In this study school readiness of five-six year old children for primary school according to their cognitive styles. Study group is composed of 227 five-six year old children attending nursery classes or kindergartens at preschool institutions in districts of Konya city center. Kansas Reflection-Impulsivity Scale for Preschoolers Form A (KRISP) was used in order to identify study group children’s reflective-impulsive cognitive styles, and Metropolitan Readiness Test, Preschool and Kindergarten Behavior Scale Form A (PKBS) and Peabody Picture-Vocabulary Test were used to determine their school readiness. Discrimination analysis was done to find out how correctly children were classified into groups with reflective-impulsive cognitive styles. Scores that groups got from tests were analyzed using independent samples t-test and SPSS 16.0 package program. In order to examine the effect size Cohen d value was calculated. General result found out at the end of the study is that school readiness of preschool children differs in favor of children with reflective cognitive style.