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The purpose of this study is to gain an understanding of parents’ perceptions, expectations, and practices in preschool children’s school readiness for kindergarten in America. Two mothers who came from a school district in Northern California, U.S. were recruited to participate in this qualitative study. This study found that parents tend to associate school readiness with academic, social, cognitive skills but generally ignore the physical development domain. Parents showed great concerns for children’s social transition to the kindergarten and valued free-play experience for young children in the preschool and perceived it as an important way to foster children’s social abilities. Parental involvement practices include a wide array of transitional practices at home, school, and in the community but effective practices need to be tailored to children’s personalities and development status. Implications for educators, school administrators, and parents of preschoolers are discussed.

Parental Involvement in Childrenrs School Readiness: Parentsr Perceptions, Expectations and Practices in America