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The concept of school readiness has concerned early childhood educators at
both preschool and primary school levels for several years. Children who have
Notes commenced school without developing vital readiness skills, have been identified
‘ to be at risk’ for their future academic, social and occupational success.

Previously, school readiness was understood in one of two ways: it was either
simply assumed on the basis of chronological age, and children were admitted
into school when they reached the designated age; or it was thought of in terms
of specific skills and competencies that could be measured and assessed against
established norms and standards.

Current research highlights the importance of considering all aspects of children’s
development when considering school readiness. It is essential to provide support,
experiences and effective early intervention strategies, where necessary, to optimise
children’s development well before children approach school entry.

In general, children who are ready for school are cooperative with adults and
with other children. They show self-control in most situations, follow the rules of
their home and preschool, and can use their free time in an acceptable way. They
are happy to share their toys and other belongings and can give in or compromise
with their friends when appropriate.

School readiness is a measure of how prepared children are to succeed in school,
cognitively, socially and emotionally. Children who are unprepared to start school
often fall behind in reading, leaving them unable to read well by the end of third
grade. To reach these children, we need to engage parents, promote preschool
programmes and invest in good quality childcare.

School readiness is identified as:

Demonstrating Readiness: Children demonstrate the foundational skills and
behaviors that prepare them for curriculum based on the kindergarten standards.

Approaching Readiness: Children exhibit some of the foundational skills and
behaviors that prepare them for curriculum based on the kindergarten standards.

Emerging Readiness: Children display minimal foundational skills and behaviors
that prepare them for curriculum based on the kindergarten standards.

Children whose readiness skills and behaviors are identified as developing or
emerging require instructional support to be successful in formal schools. School
readiness is arriving at school with the knowledge, skills and physical and emotional
health needed to successfully participate. This includes:

170 EARLY CHILDHOOD CARE AND EDUCATION