UROP Project
Teacher, Parent, and Caregiver Perceptions of Kindergarten Readiness
Kindergarten Readiness Early Childhood Education Self-Regulation Emotional Competence Social-Emotional Development Caregiver Perceptions Teacher Perceptions Phenomenological Research Qualitative Inquiry
Research Mentor: Tai Cole, she/her
Department, College, Affiliation: SPED, Education, Health, and Human Sciences
Contact Email: tcole@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Department, College, Affiliation: SPED, Education, Health, and Human Sciences
Contact Email: tcole@fsu.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: Education, psychology, or social work
Project Location: On FSU Main Campus
Research Assistant Transportation Required: Remote or In-person: Partially Remote
Approximate Weekly Hours: 5-10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Number of Research Assistants: 2
Relevant Majors: Education, psychology, or social work
Project Location: On FSU Main Campus
Research Assistant Transportation Required: Remote or In-person: Partially Remote
Approximate Weekly Hours: 5-10, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
- Day: Tuesday, September 2
Start Time: 12:30
End Time: 12:30
Zoom Link: Zoom Link: https://fsu.zoom.us/my/tcole418 - Day: Thursday, September 4
Start Time: 12:30
End Time: 12:30
Zoom Link: Zoom Link: https://fsu.zoom.us/my/tcole418 - Day: Friday, September 5
Start Time: 12:30
End Time: 12:30
Zoom Link: Zoom Link: https://fsu.zoom.us/my/tcole418
Project Description
This research project is a qualitative phenomenological study exploring perceptions of kindergarten readiness among early childhood educators and caregivers. The study investigates how adults who support young children define and understand the concept of readiness, particularly in relation to self-regulation and social-emotional development. Given the ongoing impact of the COVID-19 pandemic on early childhood experiences, this research aims to capture how shifting expectations and developmental delays are influencing readiness perceptions in both home and educational settings.Data will be collected through in-depth semi-structured interviews with caregivers and educators, followed by thematic analysis to identify shared meanings, lived experiences, and emerging concerns. Findings will contribute to the growing body of research on school readiness, with a specific focus on the emotional and behavioral competencies necessary for a successful transition into kindergarten. This study also informs intervention design and policy recommendations for early childhood programming.
The undergraduate research assistant will play a vital role in supporting data organization, transcription, and thematic coding under faculty supervision, gaining hands-on experience in qualitative research and early childhood education policy.
Research Tasks: Interview Preparation: Help organize interview materials, manage scheduling logistics, and prepare consent forms and demographic surveys.
Data Management: Assist in maintaining secure, organized records of transcripts, notes, and coding files in compliance with IRB protocols.
Transcription: Transcribe audio recordings from caregiver and educator interviews with attention to accuracy and confidentiality.
Qualitative Coding: Support the initial stages of thematic coding using qualitative software (e.g., NVivo or Dedoose) under the direction of the principal investigator.
Meeting Participation: Attend regular research meetings to discuss emerging themes, assist with data interpretation, and provide project updates.
Dissemination Support: Contribute to drafting visual aids, summaries, or posters for future presentations, reports, or academic conferences.
Skills that research assistant(s) may need: Strong Organizational Skills: Ability to manage files, track data, and maintain confidentiality across multiple phases of the research process.
Attention to Detail: Accuracy in transcription, data entry, and literature review summaries is essential for maintaining data integrity.
Written Communication Skills: Proficiency in summarizing academic texts and drafting clear notes or descriptions for use in reports and presentations.
Interest in Early Childhood Education: A background or strong interest in early childhood development, education, or psychology is preferred.
Basic Understanding of Research Methods: Familiarity with qualitative research, including coding and thematic analysis, is helpful but not required.
Comfort with Technology: Ability to use Microsoft Office, Google Drive, and (if trained) qualitative software such as NVivo, Dedoose, or Excel for data organization.
Professionalism and Reliability: Responsible communication, time management, and respect for participant confidentiality and IRB protocols.
Willingness to Learn: Openness to feedback and interest in building skills in research design, data analysis, and academic writing.
Mentoring Philosophy
As a mentor, I believe in cultivating a collaborative, respectful relationship that supports growth, exploration, and accountability. Each mentee brings unique strengths, goals, and motivations, and it is my role to help them identify and build upon those assets while guiding them toward meaningful development. I begin by learning about a mentee’s personal and academic goals, evaluating their current understanding, and co-creating a plan that fosters ownership and autonomy in their work.I strive to create a safe, supportive environment where questions are encouraged, failure is normalized as part of the learning process, and inquiry drives exploration. I believe mentoring is not a one-directional transfer of knowledge, but an interactive and reciprocal process. I share my own experiences transparently—including challenges and mistakes—so that mentees can connect theory to practice in a real and relatable way.
My mentoring approach emphasizes curiosity, critical thinking, and growth through challenge. I encourage mentees to step into discomfort, take initiative, and reflect regularly, helping them translate knowledge into action. I promote accountability not through pressure, but by reinforcing their capacity to lead their own learning while I provide consistent, encouraging guidance.
Ultimately, I mentor with the belief that meaningful learning happens when mentees feel seen, heard, and valued. I aim to cultivate confidence and competence, preparing mentees not just to succeed in a task, but to develop as independent thinkers and emerging professionals.