The foundation for learning is built in the period between birth and school entry.
What is School Readiness?
School readiness is based on children’s physical, social, emotional, language, and cognitive development during their first five years. The science of brain development has led to monumental advances in our understanding o the conditions that influence whether children get off to a promising or compromised start in school and in life. Research has firmly established that the foundation for learning is built in the period between birth and school entry. Research also points to the need for a broader definition of school readiness that goes beyond the child to include schools being ready for children and families and community consciously supporting the transition to school. To be successful in school, children must have learned how to regulate their emotions and behavior; gained the capability for language, reasoning, and problem solving; learned how to form relationships with others; and be healthy and well-nourished.
Why is School Readiness Important?
If a child is ready for school, he or she is more likely to be successful. Readiness for school influences performance throughout the academic experience and success in the workplace during adulthood. Factors that predict a young child’s successful transition to school have been identified. For example, we know that the lack of early, important relationships between children and their parents and peers is related to poor early school outcomes. We know also that high-quality, early educational and learning experiences and a stable, organized home environment produce positive school outcomes.
When a national sample of kindergarten teachers was asked about how well they thought children were making the transition into school, they indicated that about half of children make the transition successfully, another third have some problems, and almost 20 percent of children entering kindergarten experience serious difficulties that affect the children and the teachers. When asked what factors contribute most to children’s difficulties, kindergarten teachers were concerned about skills such as ability to follow directions and cooperate, work independently or in a group, and get along with teachers and peers.
There is evidence that wide individual differences in language and other early literacy skills seen among children at school entry are difficult to reduce as children move through school, and these differences often become more significant. For all children to attain optimal development certain conditions are required, not optional: good health and nutrition; competent and confident parenting; constant, stable, and appropriate supervision, guidance, and instruction; safe and supportive communities; and ready schools.
Measuring School Readiness
Assessing school readiness is challenging for two reasons. First, since a wide range of skills, as well as family, school, and community conditions determine school readiness, there are many potential measurable indicators. Second, while public interest in assessing school readiness is growing, many parents and educators are concerned about categorizing, mislabeling, or stigmatizing children. There is little consensus on the most appropriate way to assess school readiness.
Governor Granholm’s early childhood initiative’s vision is "A Great Start for every child in Michigan: safe, healthy and eager to succeed in school and in life." Great Start proposes the following indicators for measuring results sought for Michigan children from birth to age five and their families:
- Infants, young children, and families are physically healthy
- Infants, young children, and families are socially and emotionally healthy
- Families of young children have access to high-quality early care and education
- Children are ready to succeed in school and in life
- Families support and guide the early learning of their infants and young children
- The basic needs of infants and young children are met
- Families of infants and young children are economically stable
- Infants and young children are safe
- Communities make infants and young children a priority by investing in families
As more data becomes available, a school readiness index will be constructed to encompass the many facets of this issue.
For more information
Clinton County RESA
1013 S. US 27, Suite A
St. Johns, MI 48879
(989) 224–6831 Ext 132
www.ccresa.org
Eaton County Great Start Collaborative
311 W. First St.
Charlotte, MI 48813
(517) 543–5500
Ingham Great Start Collaborative
2630 W. Howell Rd.
Mason, MI 48854
(517) 244–1384
www.CACVoices.org/BirthtoFive
More resources
Sources
Rimm-Kaufmann et al., Patterns of family-school contact in preschool and kindergarten, School Psychology Review, 28 (3), 426–438, 1999.