SYNOPSIS

ON

Parents’ Expectations from Prechools

SUBMITTED TO: SUBMITTED BY:

Ms. SHIVANI BALI Aanchal Gupta(71)
Anuj(76)
Avneet Chawla(73)
Hinna Arora(22)
Prishila Roy(32)
Vineet Ranjan(74)

Group’s Undertaking
This is to state that we, group 1, comprising Aanchal, Anuj, Avneet,Hinna,
Prishila, and Vineet have undertaken the project to study Parents’
Expectations from Prechools under the guidance of respected Prof. Shivani
Bali.

ACKNOWLEDGEMENT
We would like to express our heartfelt gratitude to Prof. Shivani Bali
without whose constant guidance and motivation, this project would not
have seen the light of the day.

Introduction to the Problem

When we were growing up during the 1950s, it was rare for children to
attend nursery school. In those days, many mothers were stay-at-home
moms, and, as a result, there simply wasn’t the need or desire to send
children to school at very young ages. In general, childhood was a much less
hurried affair, without the pressure to “get ahead” that we’ve come to
associate with modern family life. The assumption was that five years old
was the appropriate age for children to have a first school experience and
kindergarten would provide children with the skills they needed to transition
from home to school. In the late 1970s, however, the situation had already
begun to change. By then, it was much more common for families to send
their children to school before kindergarten, beginning at age three. This
shift had occurred for a number of reasons. Many more mothers were
working outside the home, and parents wanted to know and parents felt they
should capitalize on this if they wanted their children to develop to their full
potential. Hence choosing the right preschool for one’s child became one of
the prime concerns for parents during the early development of the child.
 Objective
To study the parents expectations from a preschool before admitting there wards and the
factors influencing the same
 Purpose and Scope of Study

Purpose behind this study is to understand the expectations of parents from

preschools while choosing a preschool for their child, in order to determine
the factors that influence the choice of preschools for parents. This could
help the preschools to introduce new activities and improve their curricula
according to customer needs, in order to maximize their profits as well.
 REVIEW OF LITERATURE

[1]Nancy Schulman: Core learning experiences such as socializing with other children
and learning to follow a teacher’s instructions will be the same wherever your child
begins school. While it’s very important that you look carefully and thoughtfully at the
schools in your area, always remember that you are the most influential factor in your
child’s growth and development. A quality early childhood program can enhance your
child’s experience, but it can only do so much.
A quality early childhood program can:
• Provide your child with a safe and happy place to spend time in where everything is
child sized, where the pace and tone is child-centered, and where there are stimulating
and interesting things to learn, and friends to make.
• Help your child to take the first steps toward independence — learn how to separate
from you, how to be part of a group, how to play cooperatively, how to listen, and how to
take direction from a teacher.
• Help your child acquire the skills and confidence needed to be prepared for the next
stages of learning.
A quality early childhood program can’t:
• Guarantee your child success later in life.
• Replace the importance of your involvement in your child’s life.
• Be a substitute for simply spending time with your child.

[2] Neeru Sharma, Sumati Vaid and Rishta Dhawan: Sample group consists of 65 parents
[Fathers(n=15) and Mothers (n=50)] of 50 preschoolers
of Jammu City of J&K State. 40% of mothers and 47% of fathers believed that three and
half year is the right age for the child to enter into a preschool as according to them at this
age child is able to understand things well. It was found that 60% of mothers and 74% of
fathers preferred that children should possess capabilities like identifying alphabets,
numbers, fruits, and
colors, parts of the body, correct speech, responsive attitude and good mannerism before
entering a preschool.
Majority of the mothers (32%) and fathers (40%) believe the following to be important
features of a ‘Good School’- building of school, location, transport facilities, use of latest
teaching equipments and methods. Thirty percent of mothers and twenty six percent of
fathers considered reputation of school as an important consideration for selecting a
school for the child.
Parents hold a lot of expectations from their child’s school and teachers. Most of the
mothers’ (40%) and fathers’ (54%) expect that the school
and teachers should enhance the overall development and personality of children.
According to the present study 100% of the parents preferred changing the schools, if it
falls below their expectations.

[3] Alexander, Jim: Parental expectations and perceptions of curriculum content and
processes were measured across five preschool programs in the Mt. Druitt Early
Childhood Project. Twenty parents from each of the five programs (Cognitive,
Competency, Contemporary, Behaviorist and Home-Based) were randomly selected to be
interviewed. Interviews were partly open-ended and partly structured. The structured
format consisted of a list of discrete child behaviors compiled to represent a range of goal
behaviors for preschool age children. Parents were asked to rate each item on this
Behavior Inventory at the beginning of the year in terms of those behaviors they most
expected to be the goals for preschool and later in the year in terms of those which they
thought had been influenced by the preschool program. Teachers were also asked to rate
children on the Behavior Inventory and to rate the emphasis their programs had given to
each of the areas. Overall results showed that parents expected preschool most of all to
help children develop a range of social behaviors (cooperation, compliance) and then to
help children develop certain cognitive/academic skills (communication, explanation,
counting, prediction). Most ratings of the effects of preschool were high, although they
were below what parents had expected. Results regarding parent expectations and
perceptions as well as teacher ratings and program differences are reported, accompanied
by partial data. A copy of the interview form and the Behavior Inventory are appended.
(JMB)

[4] Pamela J. Winton, Ann P. Turnbull, Jan Blacher: Equal numbers of parents of
handicapped (n = 50) and non-handicapped (n = 50) children from mainstreamed public
school kindergarten classrooms participated in a telephone interview regarding their
children's kindergarten programs. Results indicated group differences between parental
expectations for and degree of satisfaction with their children's programs but similarities
in views on parent involvement. Parents of handicapped children varied more regarding
what they wanted for their children than did parents of nonhandicapped children.
Furthermore, what parents of handicapped children wanted did not correspond to what
they received. Parents in both groups were similarly satisfied with the extent to which the
kindergarten had met their needs as parents. Regardless of their children's conditions,
parents emphasized the importance of communicating frequently with their children's
teachers. Parents also indicated that kindergarten programs may be doing a better job
meeting the needs of nonhandicapped children than of handicapped children, because
teachers lack specific training.

[5] Dr Margot Boardman & Dr Michael Kelly: Majority of parents are prepared to
support a range of attendance options for kindergarten. Parents appeared more likely to
support a change in kindergarten attendance options in which children attend for half-
days in term one and then move to full-days in terms two and three. What is apparent in
terms of kindergarten attendance options is that parents place a strong emphasis on being
provided with a choice so that they
are able to meet the needs of their child as well as the needs of their family.

The parents who took part in this study also indicated that they were satisfied with the
kindergarten program that their child received. This is positive news for schools and
teachers, particularly when one considers the importance of introducing not only children
to formal schooling but also their families. The high levels of satisfaction expressed by
parents toward the kindergarten program might translate to a positive perception of future
contact with schools and
education more generally.

In regard to the improvements that parents would like to see in the area of kindergarten
education, most of the comments were associated with the provision of a choice in terms
of kindergarten attendance options. Alternatively, the results suggested that parents
wanted to have their needs met, being apparent from the number of parents who wanted
either full-day or half-day kindergarten provided.

There are a number of lessons for schools and teachers in regards to managing the issue
of kindergarten attendance options. The most important of these would be to ensure that
the needs of children and their families are met through the provision of kindergarten
programs that are suitable are not only developmentally appropriate for young
children,but also flexible enough to cater for a variety of family structures.

Articles that can be referred for the survey

[6] Playschools in India : In India the prescribed minimum age for school is 4+. Before
this age a child can only go to a play school. Normally a good play school takes children
only after 2 ½ years of age, but some may admit even smaller children.
What age is best for your child ?
School readiness exists when a child: -
• Is able to communicate verbally with adults and other children.
• Is toilet trained to some extent
• Has enough independence to be separated comfortably from you for the length of
the play school day.
• Has a sense of confidence and an ability to begin to do tasks alone.
• A desire to explore and have new experiences outside the home.
• The beginnings of an ability to relate to other children.
 • The ability to deal with the physical demands of a new environment, such as
climb stairs.
• The ability to stay focused on an activity or enjoy nursery rhymes.
• Expresses a desire to go to school.

The parent's desire/ need to send a child to play school is different from the child's
readiness to go.
Sending a child to play school before she is ready to go, could result in severe
psychological damage to the child.. You can think of sending her for short durations if
you feel she is not getting enough interactions with other children and you are not able to
stimulate her enough because of your work schedule, but don't put her in regular play
school before she is ready.

[7] What to look for in a good play school:

• Don't go merely by the nametag of the play school or daycare in the belief that
admission to regular schools will be easier thereafter.
• Get reliable recommendations from parents whose children attend that school.
Talk to the children themselves and see whether they seem happy and interested.
• The curriculum of the play school - is the concentration on all round development
(including social, emotional, intellectual and physical) or only on securing
admission to a regular school?
• Are the classrooms attractive for children?
• Are children exposed to activities that encourage self-expression and development
of a full range of motor skills?
• Are children exposed to books, reading, writing, counting, music, science and
nature on a regular basis?
• Is there a spacious outdoor area for safe, vigorous physical activity and an
adequate supply of equipment. Are children supervised when outdoors?
• What is the teaching environment like? Are children allowed to be creative or
think for themselves?
 • What is the ratio of teachers to children? Are individual temperament based
differences recognised? Do the teachers question individual children and
encourage them to expand their thinking and problem- solving skills?
• Does the staff pay attention to the needs of the child?
• How far is the play school from your residence? For three hours of play school
the child should not have to travel an hour to get there. Ideally your child
shouldn't have to commute for more than 10 - 15 minutes.
• If meals are provided are they nutritious and varied? Do the teachers pay attention
to the children during mealtimes - making sure they finish their tiffins?
• Are the teachers trained in early childhood education?
• Is the principle experienced as a teacher and as an administrator?
• Does the staff welcome you as a participant, communicate regularly with you and
respect your preferences and ideas?

[8] Point to remember before selecting a PLAY SCHOOL:

Keeping apart brands.Please monitor small things in the play school before enrolling.By
small things I mean.

 Do look for kind of teacher.Teacher should be lovable,friendly and

caring.Experienced trainner is always better then unexperienced.
 Hygiene -see if they have clean kitchen and mineral water facilities.
 Ask for activities sheet.They prepare it for whole month.You must find it creative
and worth learning for your kid.
 Ask them phone number of few parents for feedback .A good Play school should
not hesitate to give it.Or you can ask parents who are there in the premises to pick
or drop their kids.
 If you are looking for Day Care then Do make sure that its not only maids who is
taking care of kids but a superiorvisor is there who knws every thing about your
kid.
 Now through my experience i knw they provide trail facilities(wherin you can ask
for 1-2 days trail) also but be smart to avail this opportunity.
 Research Methodology

Information Source:

Primary Sources:

Primary data will be collected from:

Questionnaire Survey of 120 parents

Secondary Sources:

Secondary data will be collected from the following sources Internet, Magazines and
Newspaper

Method Of Analyzing The Data

 Descriptive Analysis
 Graphical Representation
 Hypothesis Testing
Questionnaire

1. What are the ages of your child or children

1 2 3 4 5

Other (please specify)

2. Do you have children in other schools now? If so which schools? Are you
currently wait-listed?

3. Please tell us about yourself.

Name:

Address1:

Address 2:

City/Town:

State:

ZIP/Postal Code:

Country:

Email Address:

Phone Number:
4. What do you look for when you tour a prospective school?

a)Easy drop off/ pick-up

1)Not important 2) Neutral 3) Very Important 4) N/A

b) Safety features (fire extinguishers, smoke detectors)

1)Not important 2) Neutral 3) Very Important 4) N/A

c) Computers

1)Not important 2) Neutral 3) Very Important 4) N/A

Other (please specify)

5. I want to see a curriculum that has:

a) art

1)Not important 2) Neutral 3) Very Important 4) N/A

b) music

1)Not important 2) Neutral 3) Very Important 4) N/A

c) language immersion

1)Not important 2) Neutral 3) Very Important 4) N/A

d) computers

1)Not important 2) Neutral 3) Very Important 4) N/A

e) lots of playtime

1)Not important 2) Neutral 3) Very Important 4) N/A

f) early literacy

1)Not important 2) Neutral 3) Very Important 4) N/A

g)story time

1)Not important 2) Neutral 3) Very Important 4) N/A

h) science

1)Not important 2) Neutral 3) Very Important 4) N/A

Other (please specify)

6. How important is/are the following in your decision making process:

a) The credentials of the teachers to your decision?

1)Not important 2) Neutral 3) Very Important 4) N/A

b)Size of the inside/ outside play area?

1)Not important 2) Neutral 3) Very Important 4) N/A

c)Class size to your decision?

1)Not important 2) Neutral 3) Very Important 4) N/A

d)Discipline policy

1)Not important 2) Neutral 3) Very Important 4) N/A

e)Determining if the room is safe and child friendly.

1)Not important 2) Neutral 3) Very Important 4) N/A

f)Field trips

1)Not important 2) Neutral 3) Very Important 4) N/A

g)A robust music and art program

1)Not important 2) Neutral 3) Very Important 4) N/A

h)Reading and writing preparation

1)Not important 2) Neutral 3) Very Important 4) N/A

i)School’s vacation policy

1)Not important 2) Neutral 3) Very Important 4) N/A

j)Location and/ or commute

1)Not important 2) Neutral 3) Very Important 4) N/A

k)Post-certification of teachers (in addition to state requirements)

1)Not important 2) Neutral 3) Very Important 4) N/A

l)The school's hours

1)Not important 2) Neutral 3) Very Important 4) N/A

7. What is the determining factor in sending your child to a school?

8. What other schools are you considering?

 Research Constraints

 Our sample size is limited to 120 which is too small compared to the population
size.
 The responses given by the respondents cannot always be accepted to be true
since these responses depends a lot on respondents understanding of the question
and also on other intangible reasons.
 The tests used in the methodology also posed a lot of constraints because of the
nature of testing used.
 Sometimes the respondents are not willing to fill the questionnaire and hence the
resultant may not be correct.
 BIBLIOGRAPHY

[1] “Practical Wisdom for Parents” by Nancy Schulman and Ellen Birnbaum
Copyright , 2007 by Nancy Schulman.

[2] “Parental Concepts About Preschool Education” by Neeru Sharma, Sumati Vaid and
Rishta Dhawan, 2004 , pg 202, 203,204.

[3] “Parents' Expectations-Perceptions of Preschool (P.E.P.I.). Discussion Paper No.

4.” By Alexander, Jim, 1978-12-00, abstract

[4] “Expectations for and Satisfaction with Public School Kindergarten: Perspectives of Parents

of Handicapped and Nonhandicapped Children” by Pamela J. Winton, Ann P. Turnbull, Jan

Blacher , abstract.

[5] “Parents’ Views on Kindergarten Scheduling and Educational Provision in

Tasmania” Researched and written by Dr Margot Boardman & Dr Michael Kelly
2004,abstract.

[6] http://www.indianmoms.com/guide/playschool.htm

[7] http://www.schooladmissionindia.com/blogs/viewpost/293.html

[8] http://www.phenomenologyonline.com/articles/weber.html

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1&_user=10&_coverDate=12/31/2008&_rdoc=1&_fmt=high&_orig=search&_sort=d
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0&md5=07f0805fab853f89672672a3ec1023c9