International Journal of Advanced Science and Technology

Vol. 29, No. 6s, (2020), pp. 2095-2102

Correlation Study between Socioeconomic Status and School Readiness

in 5-6 Years Old at Padang City, West Sumatera Province

Jhoni Warmansyah
Students of the Postgraduate Program Doctoral Universitas Negeri Jakarta, Study Program of
Early Childhood Education, Lecturer at the Institut Agama Islam Negeri Batusangkar,
Indonesia.

Yufiarti
Lecturer of Postgraduate at Universitas Negeri Jakarta, Study Program of Early Childhood
Education

Wuryani
Lecturer of Postgraduate at Universitas Negeri Jakarta, Study Program of Early Childhood
Education

Abstract
This study aims to determine the relationship between socioeconomic status and school readiness
in children aged 5-6 years. The hypothesis of this research is there is a positive relationship
between socioeconomic status and school readiness in children aged 5-6 years in Padang City,
West Sumatera province. The sample of this research was 96 children aged 5-6 years in
kindergarten which was taken using simple random sample techniques. The collection of
socioeconomic status data using of Likert-scale questionnaire distributed to parents consisting of
30 indicators of family income, parental work, parental education, and living conditions, while
School readiness is measured through School Readiness (CARES) consisting of 42 indicators of
academic knowledge, basic thinking skills, emotional social maturity, physical development of
motor, self-discipline and communication skills (Fayez et al., 2016). Based on the analysis of the
data using Spearman analysis of correlation, researchers found that the correlation of the
coefficient was rxy= 0,811 with P=0.000 (P < 0.01). The results showed that a proposed
hypothesis was accepted, that there was a positive relationship between the socioeconomic status
and the school's readiness in children. The higher the socioeconomic status, the higher the
school readiness.
Keywords: Socioeconomic Status, School Readiness, Early Childhood

Introduction

The Sustainable Development Goal (SDGs) 4.2 states that each child has the right to high-
quality early childhood development and primary pre-school education, but many children do not
start living with caregiving and Proper stimulation. Early childhood periods are increasingly
recognized as a crucial period to improve not only the development of each child but also the
social and economic welfare of the whole community (Black et al., 2017). It is in line with the
Indonesian Government's target of providing quality education to be the fourth point of the
Sustainable Development Goals (SDGs) of 2030, one of them targeting all children getting
access to early childhood education (PAUD) or pre-primary education (United Cities and Local
Governments (UCLG), 2011).
Childhood is an important period in terms of social, emotional, cognitive development,
including the initial knowledge, skills, and experience that children need to start school. Early
childhood development and learning have a profound impact on the readiness of school children
and are one of the best indicators for academic performance and future economic success (Raikes
et al., 2019). Many countries increase investment in early childhood education to promote
equality in learning and ensure that children have the basic skills and competencies necessary for

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the success of the school. As a proof of this trend, as many as 48% of children now have access
to pre-school education globally, up 30% in 2000 (World Bank, 2018).
The kindergarten period is a very important time to prepare children to enter a formal school.
Children must be prepared to change the transition period from pre-School to elementary school
(O’Farrelly et al., 2019). Various stimulation of school readiness can help the adjustment and
development of the child to pass the transition well (Pilarz, 2018). When a child enters a formal
school, they are faced with various contexts such as a new physical environment, a change in
process of interaction with people around him such as teachers and peers, social groups and
different rules From the experience gained before entering school (Lau & Power, 2018).
A smooth transition is important because child preparedness in school can predict academic
achievement at a later level of education (Baptista et al., 2016), First step towards entering the
world of knowledge (Bhise & Sonawat, 2016). Children who are better prepared for school will
show higher achievements than children with lower levels of readiness. Early acquired skills
provide a solid foundation for future success (Isbell et al., 2018).
Less-school able children tend to be academically successful than the poorer learning
performance and are more likely to experience behavioral and social ability issues that cause
children to become more aggressive (Berger et al., 2017). They tend to be dropouts, and many
engage in criminality amid community life (Fawley-King et al., 2017). These problems are
related to low self-regulation and barrier control that is owned by the child or now develops with
the term executive function/executive function (Sasser et al., 2015).
The condition is also aligned with the conditions and the fact that many school dropouts at the
level of primary education where the highest level is in Grade 1 of the school are experiencing a
decline for subsequent classes, but increasing again in Grade 6 Elementary School (UNICEF,
2012), Based on information from the educational and cultural Data Overview, the Ministry of
Education in 2017/2018 received a number 6277 (19.53%) School dropouts and as much as
161,313 (43.58%) Students repeat in Grade 1 Elementary School. While the number of schools
repeating for in West Sumatera is also the highest in the region of Sumatra, the data was obtained
as much as 6964 students repeat and 168 students dropped out in Grade 1 elementary school. The
height and number of students in Grade 1 who dropped out of school and repeat classes related to
the low readiness of children's education at the kindergarten (Kemendikbud, 2017).
The low readiness of Indonesian children's education is a concern, based on the report on the
development of Indonesian early childhood funded by the Dutch government Dutch Education
Support Program (DESP) through the World Bank said that in Indonesian children's school
readiness is lower when compared to countries like Canada, Mexico, Australia, Jordan, Mexico,
Chile, Mozambique, and the Philippines. With the international measurement of the Indonesian
children's school readiness to obtain high scores in terms of communication and general
knowledge, as well as in social competence, but weak in the skills related to read-write and
development Cognitive (Bank Dunia, 2010).
Although there is a shift in attention to the development of early childhood, almost half of
children aged 3 and 4 years living in low-and medium-income countries (LMICs) can't reach
they're potentially related to cognitive, social-emotional or physical development due to poverty,
stunting, and lack of cognitive stimulation (McCoy et al., 2016). Important factors related to the
stimulation deficit seen in small children living in low-and middle-income countries (LMIC) are
limited and uneven access to early childhood education programs. Only 18 percent of children in
low-income countries and 50 percent of children in middle-income economies currently have
access to early childhood education and distribution of services tends to lead to richer and more
urban families (UNICEF, 2015).
In line with the above problems, based on the report from the Ministry of Women
Empowerment and Child Protection (KPPA) Indonesia on the profile of readiness of Indonesian
children, said that about 74.5 percent of children in 2017 already have the readiness to follow the
education level of elementary school/equivalent), meaning 7 out of 10 children who sit in Grade
1 elementary school/equivalent to be involved in the process of The girls ' AKS are relatively
higher in height than men, each amounting to 75.09 percent and 73.94 percent. Readiness of the
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school in urban children is also higher 79.74 percent in comparison with rural 69.31 percent
(KPPA, 2018).
Many factors that affect children's readiness conditions, one of which is characteristic of
children's background is also important for an understanding of school readiness. Characteristics
of the child's socioeconomic status relate to the education of parents and family income levels,
strongly associated with early achievement and can serve as a risk indicator or predictor of child
success in schools (Micalizzi et al., 2019). Children from families with low socioeconomic status
(SES) are at risk of starting schools with fewer school readiness skills, placing them at further
risk to continue to retreat in academic achievements (Reardon et al., 2014).
Research conducted by (Hartman et al., 2017), Find a child's school readiness that comes
from a lower-able family compared to a child who comes from a high-middle economy. This is
because the child is less stimulatory and adequate attention in aspects of his language skills so
that it affects the delay in the development of the language, but the child also has difficulty in
following and low-learning processes in emotional social control.
Nowadays not all Indonesian families have a prosperous condition and can perform its
function to the fullest in preparing schoolchildren. Based on the data report of the National
Statistics agency which is sourced from the National Economic Survey (Susenas), the number of
poor people in Indonesia in September 2018 as much as 25.67 million people (9.66%) (Badan
Pusat Statistik, 2019), From the figure in West Sumatera is recorded at 353.24 thousand people
and in Padang City recorded 44,040 thousand people who belong to the poor family that is the
highest rank of 9 regencies/cities in West Sumatera (Badan Pusat Statistik Sumatera Barat,
2019).
Based on the relevant research studies and the fact that the problem has been described, it is
necessary to research socioeconomic status with the readiness of early childhood schools.

Method
This research is quantitative with a correlational design for measuring 2 variables i.e.
socioeconomic status as independent variables and school readiness as dependent variables. The
research population is the entire children's Park aged 5-6 years in the Padang City of West
Sumatera province. Sample withdrawal technique using a simple random sample with a sample
number of 96 children. Data collection using questionnaires distributed to parents to measure
socioeconomic status measured by 1) family income, 2) parental work, 3) parental education, and
4) life conditions through questionnaires In the form of a Likert scale filled with parents, have a
question consisting of 25 items, ITM-item from the questionnaire social-economic status consists
of a question in the form of multiple choice. Scores of multiple-choice questions move from 4 to
1 numbers for answers A, B, C, D. Interpretation of results of low, medium and high scores.
The measurement of school readiness that is written in a poll based on the Jordanian national
standard of public attitudes towards School Readiness Anak (CARES) and the Arab state has
been validating as the initial year evaluation tool (EYE). This instrument has even been used
universally with 42 indicators consisting of academic knowledge, basic thinking skills, emotional
social maturity, physical motor development, self-discipline and communication skills (Fayez et
al., 2016). Analytical techniques using Spearman correlation by using computer statistical
programs for social sciences version 22.0

Results
Table 1. Scale categories of socioeconomic status and subject score distribution.

Category Subject Presentation

Low 12 12,50 %
Medium 64 66,67 %
High 20 20,83 %
Total 96 `100 %

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In table 1 It is revealed that the general socioeconomic status of children Group B

Kindergarten in the city of Padang is in the category of medium with a percentage of 66.67%.
Although in general the conditions of the student's socioeconomic status are in the medium
category, but there are some students in the low category with a percentage of 12.50% and there
are 20.83% of students who are in high socioeconomic status conditions. Class teachers have an
important role in guiding each student with different background characteristics so that each
student has the same opportunity to thrive in the course of their development to be ready for
school.

Table 2. Scale of school readiness category and subject score distribution.

Category Subject Presentation

Low 10 14,58 %
Medium 56 58,33 %
High 26 27,08 %
Total 96 100 %

Based on table 2 it is revealed that children's school readiness conditions are in the medium
category. Some students are in low categories with a percentage of 14.58%. Furthermore, in this
study, there were 60.4% of students in low-learning conditions. This shows the readiness of
children in school is quite good and well established supported by development programs from
the school to support every aspect of student development. Students who gain special attention in
class will be able to increase learning readiness supported by good class management will
positively impact school readiness.
Then, to see the relationship between socioeconomic status and school readiness used
Spearman analysis of correlation with data processing using computer assistance through the
SPSS program. Based on the results obtained is known that the magnitude of the correlation
between socioeconomic status with the readiness of school kindergarten child B in Padang, West
Sumatera province is 0.811 with a significant 0.000. When compared to the probability 0.05 then
0.000 < 0.05. Hence the working hypothesis (ha) proposed earlier is that there is a significant
link between the socioeconomic status and the acceptable school readiness of the child. So it can
be understood that there is a significant relationship between socioeconomic status with the
readiness of children's schools. The magnitude of correlation 0.811 which means positive can be
interpreted, the higher the socioeconomic status, the higher the readiness of the child's school,
and the lower the low socio-economic status, the lower the child's readiness.

Discussion
Many literature explains that children who come from low economic families demonstrate
lower school readiness and high aggressiveness and disruptive behavior compared to other
children with higher family income. This can be seen from fulfilling the needs of the
developmental aspects such as the optimal stimulus and the intake of good nutrition. For children
who live low economic families fulfilling such needs is rarely felt because it should help the
family to meet the needs of a home.
Besides, the achievement of academic achievement is lagged far from the children who live in
all-sufficient. Even some parents neglect the expertise of child executive function that should be
stimulated and explored, causing children to experience delays in developmental aspects. As
supported by the research results (Hartman et al., 2017) Mentioning the readiness of a child who
comes from a family of lower-middle economic status compared to a child who comes from a
high-middle economy. This is because children have less stimulation and attention to language
skills. Thus impacting the development of language, not only is the child also having difficulty
following the learning process and controlling their emotional social.
All children enter the school with a unique set of talents, including cognitive abilities, health,
and social-emotional properties, which are determined by genetic and environmental
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components. Children from the background of low socioeconomic status (SES) may have been
harmed before starting school because their basic needs such as food, health care, and stimulating
learning environments may not always be fulfilled. Besides, financial difficulties can harm the
mental welfare of parents and parenting practices. Therefore, children of this group may have
difficulties in acquiring the necessary skills to succeed at school. As a result, the educational
trajectory and life for children are risky even before they enter the classroom (Burchinal et al.,
2018).
Both the family environment and early years can have an influential role in shaping the child's
cognitive and non-cognitive abilities. Parents ' resources, especially income and education can
have a substantial effect. Families with higher income can buy or produce important inputs in
their child's development, such as nutritious meals, frequent doctor visits, stimulating home
environments, safe environments, and childcare or High-quality preschool. Revenues are the
strongest key during the period of kindergartens and early schooling and have a greater impact
on the development of cognitive skills (Wolf & McCoy, 2019).
Parents ' education, especially mothers, is a central factor in the early development of
children, as it can form the quality of parent-child interactions. In general, parents with high
formal education can provide an environment that stimulates and has a more verbal and
supportive nurturing style. Especially, more educated parents tend to spend more of their time in
activities related to child development. Child health, family factors, parenting, and early
childhood education, and school transition practices are other factors that affect school readiness
(Sun et al., 2018).
A large number of studies show that there is a link between school readiness and
socioeconomic background. (García, 2015) In his research found a correlation between children's
socioeconomic background and social and emotional development. Disadvantaged children are
socially economically demonstrating the level of diligence, self-control, and lower social skills
than children of the family's higher socioeconomic status. In line with the results, the study
connected between family socioeconomic status and the achievement of children. For example,
children from families with low socioeconomic status remain behind children with higher social
status in school readiness (Larson et al., 2015).
Research in Japan conducted by (Yamashita & Masuyama, 2019), finding children of high
SES is more likely to be prepared socially and emotionally for school. Parents of high
socioeconomic status have a better understanding of the importance of children's social and
emotional development for school life through school experience and their job status. Mothers
whose husbands are freelancers, such as farmers, or self-employed workers tend to be less
engaged in helping their children read and write before entering the school from their husband's
office.

Conclusion
School readiness is the first step to meet the preparation before the child enters the next level
of education. Many aspects should be of concern in preparing a child's school readiness such as
academic knowledge, basic thinking skills, emotional social maturity, physical development of
motor, self-discipline and communication skills. Socioeconomic Status is one of the crucial
factors affecting the development of children. The results of the research conducted by
researchers confirm the matter. Efforts to improve the child's ability can be done by enhancing
the school's environmental resources aimed at providing a useful stimulus to stimulate child
development. Teachers also play an important role in the development of children, especially the
child's emotional development. School readiness is the first step to meet the preparation before
the child enters the next level of education.
Many aspects should be of concern in preparing a child's school readiness such as academic
knowledge, basic thinking skills, emotional social maturity, physical development of motor, self-
discipline and communication skills. Socioeconomic Status is one of the crucial factors affecting
the development of children. The results of the research conducted by researchers confirm the
matter. Efforts to improve the child's ability can be done by enhancing the school's
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environmental resources aimed at providing a useful stimulus to stimulate child development.

Teachers also play an important role in the development of children, especially the child's
emotional development. The next study seems to be focused on the background of the parents
and the resources owned by the school. In addition to the social-economic status, teachers '
capabilities and capacity also play a role in child development. By knowing this, surely efforts to
improve the ability of children can be done well and directed as needed.

Acknowledgment
I would like to thank the to the Government of Indonesia for assistance and support in running
the Education doctoral program early childhood education at the State University of Jakarta. This
research was financially funded by the Planning and Cooperation Bureau of the Ministry of
Education and Culture (Kemendikbud) of the Republic of Indonesia through the program grants
achievement of the Community excellent scholarship in 2016 and the aid fee research from the
Ministry of Religious Affairs (KEMENAG) Republic of Indonesia in 2020.

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