LIST OF TABLES
TABLE OF CONTENTS
Chapter I THE PROBLEM AND ITS BACKGROUND Introduction Background of the Study Theoretical Framework Conceptual Framework Statement of the Problem Scope and Limitations of the Study Significance of the Study Definitions of Terms
Chapter II REVIEW OF RELATED LITERATURE AND STUDIES Foreign Literature Local Literature Foreign Study Local Study
Chapter III RESEARCH METHODOLGY Method of Research Use Sources of Data Respondents of the Study Sampling Procedure Data Gathering Instruments The Survey Questionnaire Statistical Treatment of Data
A family's socioeconomic status is based on family income, parental education level, parental occupation, and social status in the community (such as contacts within the community, group associations, and the community's perception of the family), note Demarest, Reisner, Anderson, Humphrey, Farquhar, and Stein (1993). Families with high socioeconomic status often have more success in preparing their young children for school because they typically have access to a wide range of resources to promote and support young children's development. They are able to provide their young children with high-quality child care, books, and toys to encourage children in various learning activities at home. Also, they have easy access to information regarding their children's health, as well as social, emotional, and cognitive development. In addition, families with high socioeconomic status often seek out information to help them better prepare their young children for school.
Crnic and Lamberty (1994) discuss the impact of socioeconomic status on children's readiness for school:
"The segregating nature of social class, ethnicity, and race may well reduce the variety of enriching experiences thought to be prerequisite for creating readiness to learn among