ABSTRACT
The objective of this study is to determine the perception of kindergarten children about the importance of school readiness as one of socio-emotional aspects. This study used a qualitative method with phenomenological design; the participants are three kindergarten teachers of B Group. Data collection was done using interview techniques and field observation which then analyzed using grounded theory. The data collection process was carried out for three months, from June until September 2018. Based on the study it was revealed that kindergarten teacher(s) have a perception that it is important for children to possess school readiness as a socio emotional aspect, in which the children’s ability to regulate themselves and independency are included.
