Considering the strong links between school readiness and children’s later successes in school and life, attention is appropriately focused on optimizing children’s readiness. This can be achieved by focusing on early childhood programs, which seem to play an important role for young at-risk children from disadvantaged families.
Indeed, good-quality infant-toddler programs have been shown to be effective in changing the environments babies experience in the early years in ways consistent with enhancing children’s development. Among the programs that have been thoroughly evaluated, Early Head Start was among the most impressive because it contributed to several aspects of young children’s (two- and three-year-olds) readiness and, at the same time, increased the quality of conditions that support growth in readiness (e.g. competent teaching by parents and appropriate nutrition and health care).
Appropriate nutrition and health care, parents as children’s first teachers, and access to quality preschool and early education programs have been identified as critical conditions that support the dimensions of school readiness.
For the positive benefits of early childhood programs to be long-lasting, programs must be of high quality and focus on didactic learning activities (letters and numbers), while encouraging play-oriented and discovery-learning activities in a language-rich and emotionally-supportive environment. Many successful programs also include a family component. Programs designed to prepare children for kindergarten need to consider the ways in which they teach social and self-regulatory skills, as well as enhance cognitive abilities and engage parents in this process. However, there is still scant empirical evidence regarding such programs’ impact on children’s school readiness.
In consequence, it is also desirable to focus on the school transition period to improve children’s as well as schools’ readiness. However, given that school readiness is multidimensional, parents and caregivers still disagree on what the term really means. Transition practices are therefore necessary to help families and schools agree on appropriate ages for school entry and develop congruent expectations for the kindergarten year.
Although opinions differ, certain practices have been shown to result in an optimal school transition experience for children. Preschool and school-age services that are integrated and coordinated maximize success as children enter school. Prior to the start of kindergarten, a rapport should already be established among the child, the kindergarten teacher, pre-kindergarten teachers, peers and the parent. Practices should be individualized and engage the child, family and preschool setting prior to the first day of school. The quality of the classroom environment should be constructed to meet children’s needs. There is evidence that teacher training in transition practices leads to increased use of transition practices of all types.
In reality, however, most children receive little in the way of formal assistance before they enter school, and many of the services that are provided are perfunctory in nature and tend to be implemented belatedly, just before children enter kindergarten. Despite greatly expanded investment in preschool programs, the achievement gap between advantaged and disadvantaged children remains. More research is needed to better understand the transition process beginning in the first years of life. From a policy perspective, consensus about the importance of and best practices for maximizing school readiness for all children is lacking.
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