Practice-Based Validation of a School Readiness Module to Support Parents of Children Aged 3: An Application Study within the DDR Paradigm

Abstract

To examine the practical effectiveness of a previously developed school readiness module for parents of children aged 3, this study investigated the application effects of the module within the Design and Development Research (DDR) paradigm. An eight-week application was conducted with 10 groups of parents and corresponding teachers from three kindergartens in Zhejiang Province, covering different family types. Using qualitative methods, data were collected through semi-structured parent interviews, children’s naturalistic adaptation observations, parental practice logs, and teacher feedback records. The findings indicate that the module effectively improved parents’ school readiness cognition and practical guidance abilities while alleviating guidance-related anxiety. Positive effects were also observed in children’s kindergarten adaptation, particularly in emotional adjustment, self-care ability, and social competence. In addition, the module enhanced home–kindergarten communication and supported initial integration of community resources. Overall, the module demonstrated good adaptability across family types, though further optimization is needed for intergenerational coordination and rural resource utilization.