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Early Experience Matters

How has school readiness been defined, what determines school readiness, school readiness testing, schools’ readiness for children, how ready are children in the united states as they enter kindergarten, the relationship between early childhood education and school readiness, children with special educational needs, how schools and communities promote school readiness, what pediatricians do to support school readiness, conclusions, lead authors, council on early childhood executive committee, 2017–2018, council on school health executive committee, 2017–2018, school readiness.

POTENTIAL CONFLICT OF INTEREST: The authors have indicated they have no potential conflicts of interest to disclose.

FINANCIAL DISCLOSURE: The authors have indicated they have no financial relationships relevant to this article to disclose.

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P. Gail Williams , Marc Alan Lerner , COUNCIL ON EARLY CHILDHOOD , COUNCIL ON SCHOOL HEALTH , Jill Sells , Sherri L. Alderman , Andrew Hashikawa , Alan Mendelsohn , Terri McFadden , Dipesh Navsaria , Georgina Peacock , Seth Scholer , Jennifer Takagishi , Douglas Vanderbilt , Cheryl L. De Pinto , Elliott Attisha , Nathaniel Beers , Erica Gibson , Peter Gorski , Chris Kjolhede , Sonja C. O’Leary , Heidi K. Schumacher , Adrienne Weiss-Harrison; School Readiness. Pediatrics August 2019; 144 (2): e20191766. 10.1542/peds.2019-1766

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School readiness includes the readiness of the individual child, the school’s readiness for children, and the ability of the family and community to support optimal early child development. It is the responsibility of schools to meet the needs of all children at all levels of readiness. Children’s readiness for kindergarten should become an outcome measure for a coordinated system of community-based programs and supports for the healthy development of young children. Our rapidly expanding insights into early brain and child development have revealed that modifiable factors in a child’s early experience can greatly affect that child’s health and learning trajectories. Many children in the United States enter kindergarten with limitations in their social, emotional, cognitive, and physical development that might have been significantly diminished or eliminated through early identification and attention to child and family needs. A strong correlation between social-emotional development and school and life success, combined with alarming rates of preschool expulsion, point toward the urgency of leveraging opportunities to support social-emotional development and address behavioral concerns early. Pediatric primary care providers have access to the youngest children and their families. Pediatricians can promote and use community supports, such as home visiting programs, quality early care and education programs, family support programs and resources, early intervention services, children’s museums, and libraries, which are important for addressing school readiness and are too often underused by populations who can benefit most from them. When these are not available, pediatricians can support the development of such resources. The American Academy of Pediatrics affords pediatricians many opportunities to improve the physical, social-emotional, and educational health of young children, in conjunction with other advocacy groups. This technical report provides an updated version of the previous iteration from the American Academy of Pediatrics published in 2008.

All of a child’s early experiences, whether at home, in child care, or in other preschool settings, are educational. When early experiences are consistent, developmentally sound, and emotionally supportive, children learn optimally and develop resilience for life. To focus only on the education of children beginning with kindergarten is to ignore the science of early development and to deny the importance of early experiences. Our current understanding of the importance of experiences in early brain development and in cognitive and social-emotional outcomes for children converge in our contemporary conceptualization of school readiness. Children who enter school ready to learn are expected to achieve more academically. Academic success has been linked to improved social, economic, and health outcomes. 1 , – 3  

The Adverse Childhood Experiences Study revealed that multiple factors can cause toxic stress that results in changes in brain circuitry with subsequent negative effects on physical and mental health. 4 , 5 Toxic stress occurs when a child experiences strong, frequent, and/or prolonged adversity, such as physical or emotional abuse, chronic neglect, caregiver substance abuse or mental illness, exposure to violence, and/or the accumulated burdens of family economic hardship, without adequate adult support. 6  

According to data from the National Child Abuse and Neglect Data System, 12.5% of all US children have had a documented episode of child abuse or neglect reported by 18 years of age. 7 , 8 According to data from the National Survey of Children’s Health, 48% of US children have had at least 1 of the 9 key adverse childhood experiences, and 22.6% of children between 0 and 17 years of age had experienced 2 or more of the experiences, although the data exhibit considerable variability across states. 9  

Authors of a recent study used 2011–2012 data from the National Survey of Children’s Health to examine the impact of adverse childhood experiences on school success. 10 Data analysis revealed that children with 2 or more adverse childhood experiences were 2.67 times more likely to repeat a grade in school compared with children without any adverse experiences. Children without adverse childhood experiences were 2.59 times more likely to be usually or always engaged in school compared with their peers with 2 or more adverse experiences. 10 Resilience, defined in that study as “staying calm and in control when faced with a challenge,” ameliorated these effects. Clearly, there is a role for minimizing toxic stress and building resilience in children as a way of promoting school readiness.

One of the most widely recognized risk factors for school readiness is poverty. Fewer than half (48%) of poor children are ready for school at 5 years of age as compared with 75% of children from moderate- or high-income households. 11 Poverty affects school readiness across racial and ethnic divisions, likely because of both lack of financial resources and parents having less education, higher rates of single and teenage parenthood, poorer health, etc. When family demographics are controlled for factors such as single parenthood and maternal education the poverty-related gap decreases; differences in parent characteristics and parent-child interactions account for much of the gap and have the potential for remediation to break the cycle of negative relationships that often impact 1 generation to the next. 12 Children in foster or kinship care or otherwise involved with child welfare may be less ready for school for several reasons: the impact of childhood trauma and loss on the developing brain (cognitive and emotional) and less access to early childhood education and programs that may help to remediate losses. Children in foster care are at particular risk, especially if their placement is unstable. These children demonstrate higher rates of internalizing problems, such as depression, poorer social skills, lower adaptive functioning, and more externalizing behavioral problems such as aggression and impulsivity. 13 Furthermore, there is evidence that the foster care experience itself (eg, instability of placements) may be further damaging to the developmental outcomes of children who are maltreated. 14 Other risk factors that have been shown to have an effect on school readiness are prenatal exposure to tobacco and alcohol, low birth weight, developmental disability, and maternal depression. 15 Interventions such as home visitation programs, smoking cessation programs, and preschool programs have the potential of ameliorating these negative factors and creating more positive early childhood experiences that may translate into improved school readiness. 16 , 17 Pediatric primary care has recently been shown to have potential to facilitate school readiness through both primary prevention programs that seek to prevent disparities by working directly with parents to enhance interactions (eg, within the context of reading, talking, and play) and through referral to secondary and/or tertiary prevention programs that identify and treat families at increased risk (eg, maternal depression) or children with already existing difficulties in 1 or more school readiness domains (behavioral health or education). 18  

“Ready to Learn” became a national mantra in 1991 when the National Education Goals Panel adopted as its first goal that “by the year 2000, all children will enter school ready to learn.” 19 This panel identified readiness in the child as determined by a set of interdependent developmental trajectories. Three components of school readiness were broadly described as follows:

readiness in the child, defined by the following:

physical well-being and sensory motor development, including health status and growth;

social and emotional development, including self-regulation, attention, impulse control, capacity to limit aggressive and disruptive behaviors, turn-taking, cooperation, empathy, and the ability to communicate one’s own emotions; identification of feelings facilitates accurate communication of these feelings;

approaches to learning, including enthusiasm, curiosity, temperament, culture, and values;

language development, including listening, speaking, and vocabulary, as well as literacy skills, including print awareness, story sense, and writing and drawing processes; and

general knowledge and cognition, including early literacy and math skills;

schools’ readiness for children, illustrated by the following:

smooth transition between home and school, including cultural sensitivity;

opportunities for parent engagement with schools;

understanding of early child development and that children learn through play and natural experiences;

continuity between early care, intervention, and education programs and elementary school;

use of high-quality instruction, provided within the context of relationships and at a rate designed to challenge but not overwhelm a child;

demonstration of commitment to the success of every child through awareness of the needs of individual children, including the effects of adverse childhood experiences, including poverty and racial discrimination, and trying to meet special needs within the regular classroom; implementation of individualized education programs that include adaptations to support children with disabilities;

demonstration of commitment to the success of every teacher in providing effective instruction to children;

introduction of approaches that raise achievement, such as parent involvement and early intervention for children falling behind;

alteration of practices and programs if they do not benefit children;

provision of services to children in their communities within the context of a safe, secure, and inclusive environment that supports student health and wellness and promotes learning;

willingness to take responsibility for results; and

strong leadership; and

family and community supports that contribute to child readiness:

excellent prenatal care and ongoing primary care within a medical home setting that is comprehensive, compassionate, and family centered;

optimal nutrition and daily physical activity so that children arrive at school with healthy minds and bodies;

access to high-quality preschool and child care for all children; and

time set aside daily for parents to help their child learn along with the supports that allow parents to be effective teachers.

An individual child’s school readiness is determined in large measure by the environment in which he or she lives and grows. The Child Welfare League of America described a vision for the United States in which every child is healthy and safe and develops to his or her full capacity. 20 Five universal needs of all children were described. First, children need the basics of proper nutrition, economic security, adequate clothing and shelter, appropriate education, and primary and preventive physical and mental health services. Second, children need strong nurturing relationships within their families, their communities, and their peer groups. Third, children need opportunities to develop their talents and skills and to contribute to their communities. Children with indications of disability need early assessment and intervention to prevent later, more serious problems. Fourth, children need protection from injury, abuse, and neglect as well as from exposure to violence and discrimination. Fifth, children have a basic need for healing. When caregivers and providers have not been able to protect them, children need us to ease the effects of any harm they have suffered by providing emotional support, by addressing physical and mental health care needs, and by sometimes making amends through restorative judicial practices. Meeting these needs builds resilience and requires collaborative comprehensive approaches so that children become a priority at the levels of the family, the community, and the nation. 20  

Although various constructs of school readiness have been proposed in the past, the conceptualization of school readiness that is widely accepted at present is an “interactional relational” model. This model is focused on the ongoing interaction between the child and the environment. The model suggests that school readiness is “the product of a set of educational decisions that are differentially shaped by the skills, experiences and learning opportunities the child has had and the perspectives and goals of the community, classroom and teacher.” This construct suggests that readiness assessments “can only be done over time and in context” rather than by means of a 1-time screening test. 21 This conceptualization is most consistent with the current understanding of the importance of early experiences and early relationships at home and in community and early education settings in promoting child development. 22  

Six fundamental misconceptions prevalent regarding school readiness are as follows: (1) learning happens only at school; (2) readiness is a specific condition within each child; (3) readiness can be measured easily; (4) readiness is mostly a function of time (maturation), and some children need a little more; (5) children are ready to learn when they can sit quietly at a desk and listen; and (6) children who are not ready do not belong in school. 23  

An emphasis on kindergarten readiness that only considers the skills of a child places an undue burden of proof of readiness on that child and is particularly unfair because of economic, experiential, and cultural inequities in our society. Typical or normal development in 4- and 5-year-old children is highly variable, so labeling children as not being school ready at such an early age may cause them to be isolated from a more appropriate learning environment. In a 1988 national survey, 10% to 50% of children in various states who were eligible to enter kindergarten on the basis of age did not enter because of readiness test scores. 24 A follow-up survey in 1996 25 revealed a response to growing concerns about misuse of these kinds of data. Since that time, there has been increased recognition that school readiness assessment should not be used to exclude age-eligible children from kindergarten. In 2010, only 6% of children in kindergarten were delayed entry. 26  

Although the use of readiness assessments to restrict kindergarten entry has markedly decreased, a growing number of states are using readiness assessments for other purposes. At least 25 states in 2010 reported mandatory kindergarten assessments. These assessments varied significantly in scope: 11 evaluated between 5 and 9 domains of school readiness, 4 evaluated only reading readiness, 2 evaluated math and reading, and 2 evaluated unspecified domains. Of the states that assessed multiple domains, 7 used a state-created assessment instrument and 4 used a commercial instrument. Authors of a technical report from the National Conference of State Legislatures (NCSL) noted that although state-created instruments are less costly and better reflect state-specific learning requirements, they need to meet standards for reliability and validity. 27 Most state readiness assessments used single teacher checklists completed on the basis of child observation; these can be inaccurate because of rater bias and can have problems with reliability between raters and consistent over- or underrating on the basis of a general impression of the child.

Reported use of assessments included guidance for planning, curriculum, and instruction (18 states), informing policy decisions or tracking kindergarten readiness at the state level (12 states), feedback to parents (4 states), and evaluation of the readiness of schools to receive incoming students (2 states). Of the 25 states that required kindergarten assessment, 12 did not publish any results. Of the 13 that published results, 4 published only state-level data, and 7 reported results by geographic region. In general, these data were much less detailed than student performance results required for later grades by the No Child Left Behind Act, which was in place from 2002 to 2015. Of concern is the fact that only 22 states in 2010 had a formal definition of school readiness. 28  

Recent federal initiatives have bolstered funding for state early childhood assessments. The federal Race to the Top Early Learning Challenge allowed 9 states to put sizeable funding from their grant into development and implementation of kindergarten entry assessment. Other states received funding through the federal Enhanced Assessment Grants program to develop comprehensive kindergarten through third-grade assessment systems. An update by the NCSL in 2014 documented an additional 14 states that established or amended school readiness assessments of young children, yielding a total of 34 states and the District of Columbia, which now use a state-approved assessment for children entering kindergarten. 29 Approaches to school readiness testing are subject to frequent change. The most recent information on state laws is available through the American Academy of Pediatrics (AAP) Division of State Government Affairs ( https://www.aap.org/en-us/advocacy-and-policy/state-advocacy/Pages/State-Advocacy.aspx ).

A position paper by the Early Childhood Education State Collaborative on Assessment and Student Standards in 2011 stated that kindergarten readiness assessments can be helpful if used to directly support children’s developmental and academic achievement to improve educational outcomes. 30 Such assessment efforts should (1) use multiple tools for multiple purposes, (2) address multiple developmental domains and diverse cultural contexts, (3) align with early learning guidelines, (4) collect information from multiple sources, (5) implement a systems-based approach, and (6) avoid inappropriate use of assessment, such as labeling children, restricting kindergarten entry, and predicting children’s future academic success.

As the NCSL data from 2010 reveal, there is considerable variability in the approach taken to kindergarten readiness on the state and national level, both with regard to assessment tools and use of test results. One effort at standardizing results for state reporting is the Early Development Instrument created by Transforming Early Childhood Community Systems, a collaboration between the University of California, Los Angeles Center for Healthier Children, Families, and Communities and the United Way Worldwide. 31 This initiative currently operates in more than 40 communities across the country and reports the percentage of children who are developmentally vulnerable in 5 areas (physical health and well-being, social competence, emotional maturity, language and cognitive development, and communication and child knowledge). Transforming Early Childhood Community Systems states that the reports help guide community efforts to help children reach school healthy and ready to succeed. To the extent that such efforts decrease the disparity between school and child readiness by using the assessments as a tool to help schools prepare for the children they will be serving and promote opportunities for early childhood experiences leading to educational success, readiness assessments can be highly useful.

The current disparity between school and child readiness may be attributable to schools not being prepared to offer the necessary and appropriate educational setting for age-eligible children, not because children cannot learn in an appropriate educational setting. If there is a predetermined set of skills necessary for school enrollment, then commitment to promoting universal readiness must address early-life inequities in experience. Promoting universal readiness may be accomplished by providing access to opportunities that promote educational success, recognizing and supporting individual differences among children, and establishing reasonable and appropriate expectations of children’s capabilities at school entry for all children. 32 The data gained from testing children at kindergarten entry need to be interpreted carefully. Ideally, data can be used as a tool to help prepare schools for the diverse group of children they will be serving. It is the responsibility of the schools to be ready for all children and to work with families to make the school experience positive for all children, even those who may be at varying stages of readiness. School programs should be flexible and adaptable to each child’s level of readiness.

One example of schools seeking to address the school readiness needs of low-income and ethnically diverse populations is the Boston Public School System. In 2006, this school system implemented full-day preschool programming for 25% of 4-year-old children in the city and identified key elements of a successful prekindergarten program: a strong curriculum with focus on language, social skills, and concept development (manuals); significant educational supports for teachers in implementing the curriculum; adequate staffing; coaching and training of preschool teachers; and ongoing, independent assessment of instruction and children’s skills. 33 The results of this effort were significant: participants in the prekindergarten program scored higher on third-grade language arts tests than did nonparticipants, and the African American–white achievement gap was one-third smaller among prekindergarten participants than among nonparticipants. In addition, the prekindergarten program was able to close the gap between children from low-income and affluent families by more than half. The authors of Restoring Opportunity: The Crisis of Inequality and the Challenge for American Education conclude that “well-designed and well-implemented pre-K programs have the potential to be a vital component of a strategy to improve the life chances of children from low income families.” 33  

A landmark study by the National Center for Education and Statistics (NCES) (1998–1999) surveyed a nationally representative sample of 22 000 first-time kindergarten students and their schools, classroom teachers, and families. 34 , 35 The Early Childhood Longitudinal Study (ECLS) was designed to gather information about the entry status of the nation’s kindergarteners. Progress of this cohort is still being monitored to inform educational policy and practice. Information was obtained regarding children’s cognitive, emotional, social, and physical development as well as their family interactions and home literacy environment. In the study, children “at risk for school difficulty” were defined as children whose mothers had less than a high school education, children who were being raised by single mothers, children whose families had received public assistance, and children in families whose primary language was not English. 34 , 35  

Fifty-one percent of parents of children who entered kindergarten for the first time in 1998 rated their child’s general health as excellent, and 32% rated it as very good. 34 , 35 Kindergarteners whose mothers had higher levels of education, who were from 2-parent families, whose families had not used public assistance, and who were of white non-Hispanic descent were rated as having generally better health by their parents. Six percent of first-time kindergartners were experiencing vision problems, and 3% were identified as having hearing problems. In that study, 12% of boys and 11% of girls were at risk for overweight, defined as BMI at or above age- and sex-specific guidelines. The risk was greater for children whose mothers had not attained a bachelor’s degree and for children from homes in which the primary language spoken was not English. 34 , 35  

The study attempted to examine the social and emotional status of first-time kindergartners. Teachers reported that 10% to 11% of children often argued or fought with others or were angered easily. Single parents were more likely to report behavior problems, such as fighting, arguing, and getting angry. Parents with partners, those with higher education, and those who had not received public assistance were more likely to have kindergartners with prosocial behaviors, such as often forming friendships. Teachers were less likely than parents to report that children were eager to learn (75% vs 92%). Children with lower maternal education, those from single-mother homes, and those whose families had received public assistance were less likely to be viewed as eager to learn by their teachers. 34 , 35  

Variability also was seen in home literacy environments and in family interactions for first-time kindergartners. Forty-five percent of all parents reported reading with their child every day, and this value decreased to 36% if mothers had less than a high school education, 38% if English was not the primary language spoken at home, 35% for African American non-Hispanic children, and 39% for Hispanic children. Almost three-fourths of parents reported having more than 25 children’s books at home, but this was true for only 38% of kindergartners whose mothers had not graduated from high school and only 35% of those from homes where English was not the primary language spoken. Approximately half of kindergartners from African American non-Hispanic, Hispanic, or American Indian or Alaskan native families had more than 25 children’s books at home. 34 , 35  

Early academic competencies were also surveyed in the study. In 1998 in the United States, as children entered kindergarten for the first time, two-thirds recognized their letters, and 29% also recognized beginning sounds; 94% recognized single numerals and shapes and could count to 10, and 58% could count beyond 10, recognize sequence patterns, and use nonstandard units of length to compare objects. Of those children, 37% demonstrated strong print familiarity skills, including knowing that print reads from left to right and knowing where to go when a line of print ends. Kindergartners’ performance on math, reading, and general knowledge items increased with the level of their mothers’ education and was higher for children from 2-parent families. 34 , 35  

Overall, children with few risk factors were more likely to have attained these various proficiencies and were in better general health than were children at risk. Follow-up evaluation of the same children in the spring of first grade revealed that children who demonstrated early literacy skills and who came from a positive literacy environment, who possessed a positive approach to learning, and who enjoyed very good or excellent general health at kindergarten entry performed better in both reading and mathematics after 2 years of formal schooling than did children who did not have these resources. The relationships between the resources children possessed at kindergarten entry and their reading and mathematics performance in the spring of first grade remained significant after controlling for the influence of children’s poverty status and their race and/or ethnicity. 36  

When these children were evaluated after 4 years of education, in the spring of third grade, children with more family risk factors (eg, living below the poverty level, primary language spoken in the home was not English, mother had not completed high school, and single-parent home) demonstrated lower mean achievement scores in reading, mathematics, and science. Over that time, children with more family risk factors made smaller gains in math and reading, so the achievement gaps between disadvantaged and more advantaged children grew wider over the first 4 years of school. The third-graders also completed self-descriptive questionnaires evaluating internalizing (eg, shy, withdrawn, or sad) and externalizing (eg, fighting, arguing, or distractibility) behavior problems. Overall, problem behavior scores were low; however, children with lower achievement and more family risk factors tended to rate themselves higher on both of the problem behavior scales. 37  

These findings, although they are disturbing, are not surprising to pediatricians, who have long been advocates for underserved pediatric populations. This inequity in school readiness, which is apparent at school entry and is associated with persistent academic underachievement and social-emotional risk, points to a need to address these differences before children enter kindergarten, especially for families and children at risk.

More recent studies have also addressed school readiness. Data from the 2007 National Household Education Surveys Program of the NCES were used to look at how parents perceived the school readiness of their young children. 38 Among the findings were that 58% of children 3 to 6 years of age and not yet in kindergarten were reported to be attending preschool or a child care center. Eighty-nine percent of children’s parents planned to enroll them into kindergarten on time; 7% planned delayed enrollment. A higher percentage of boys (9% vs 4%) had parents who planned to delay kindergarten entry. When surveyed about literacy issues, 55% of children were read to every day, 28% were read to 3 or more times in the past week, 13% were read to once or twice a week, and 3% were not read to at all in the past week; mean daily reading time was 21 minutes. A lower percentage of children residing in poor households (40%) were read to every day compared with children residing in households living above the poverty level (60%).

Average television or video time for those who watched was 2.6 hours daily. Television time was somewhat longer for children of mothers who worked 35 hours or more (3 hours daily) as compared with mothers who worked less than 35 hours weekly (2.5 hours daily) or were not in the labor force (2.4 hours). With regard to school readiness skills, 93% of parents reported that their child had speech that was understandable to a stranger, 87% of children could hold a pencil, 63% could count to 20 or higher, 60% could write their first name, 32% could recognize all the letters of the alphabet, and 8% could read written words in books. Alphabet recognition varied by age, with only 13% of 3-year-olds, 38% of 4-year-olds, and 59% of 5- and 6-year-olds not enrolled in kindergarten recognizing all letters. When parents were surveyed regarding essential skills needed to prepare for kindergarten, 62% reported that sharing was essential, 56% reported that teaching the alphabet was essential, 54% reported that teaching numbers was essential, 45% reported reading was essential, and 41% reported holding a pencil was a needed skill. 38  

Child Trends analysis of the National Household Education Surveys data in 2015 indicates an increase in early literacy skills over time. 38 The percentage of 3- to 6-year-old children able to recognize all letters increased from 21% in 1993 to 38% in 2012, and those able to count to 20 or higher increased from 52% to 68% during that period. Between 1999 and 2007, the percentage of these young children who read words in a book increased from 8% to 22%. Significant discrepancies exist between early childhood readiness skills on the basis of factors such as poverty status, parents’ educational status, and race and/or ethnicity. In 2007, only 21% of children living below the poverty level were able to recognize all letters of the alphabet compared with 35% of those living above the poverty level; similarly, counting to 20 was a skill that 49% of poor children at this age achieved compared with 67% of those above poverty. 39 In 2012, only 15% of children between 3 and 6 years of age (not yet in kindergarten) whose parents had not completed high school could recognize all letters of the alphabet and only 38% could count to 20, which is between 46% and 142% lower than for children whose parents had completed some college. Young Hispanic children were less likely to demonstrate the ability to recognize all letters (27%) than white (41%) or African American (44%) children in 2012; Asian American and Pacific Islander children had the highest rate of letter recognition (58%). The sex gap in readiness skills has disappeared; although girls in 1999 were significantly more likely to have achieved skills for letter recognition and counting than boys, there were no such differences by 2012. These data reflect improvement in overall readiness skills of young children from earlier studies, but gaps in achievement based on poverty and race and/or ethnicity are still readily apparent. 39  

Measurements from 2016 of the benefits of early childhood education vary depending on the type of program studied and educational outcomes tracked. In general, benefits on standardized academic achievement tests are higher for model programs (0.57 SD; 95% confidence interval [CI], 0.24 to 0.81) than for those organized at the district, state (0.32 SD; 95% CI, 0.25 to 0.38), or federal (Head Start; 0.17 SD; 95% CI, 0.12 to 0.23) levels. 40 Model programs, such as the Abecedarian Project and Perry Preschool Program, have generally been implemented as part of well-funded research projects and are closely monitored for fidelity of implementation and staffed by highly trained individuals. Evaluation of programs at the school district and state level found a statistically significant positive effect on student self-regulation (0.23 SD; 95% CI, 0.12 to 0.33), whereas a nonsignificant benefit was shown for Head Start (0.16 SD; 95% CI, −0.09 to 0.41). Long-term follow-up of participants in Head Start revealed a positive effect on high school graduation rate (0.18 SD; 95% CI, 0.03 to 0.33). Nonsignificant beneficial effects are also reported on measures of grade retention, assignment to special education, teenage birth rates, and criminality. 16  

A study from 2005 that evaluated the economic features of investing in a 1-year, high-quality, universal, preschool education in California estimated a $7000 net present-value benefit per child. This benefit equaled a return of $2.62 for every $1 invested, with an annual return rate of 10% over 60 years. This model did not include other benefits to society, such as the improved health and well-being of participating children and the potential intergenerational transmission of favorable benefits. 41 , 42 Economists at the Federal Reserve Bank of Minneapolis examined the rate of return on investment for early education. When considering the Perry Preschool Program, conducted in Michigan in the 1960s, which provided high-quality preschool to 3- and 4-year-old children in poverty, along with home visitation to involve parents, the economists found a “real” return on investment, adjusted for inflation, of 16%, with at least 75% of those benefits going to the general public. 43 , 44 The benefit/cost ratio (the ratio of the aggregate program benefits over the life of the child to the input of costs) was found to be greater than 8:1. 41 These benefits persisted to age 40, at which time more of the program group were employed than the nonprogram group (76% vs 56%), more earned over $20 000 dollars per year (60% vs 40%), and fewer were arrested more than 5 times (36% vs 55%). 45 The Carolina Abecedarian Project conducted in 1972 provides data that support the developmental and behavioral benefits of quality education provided within the context of day care programs into adulthood. 46 Economic benefits were reported in maternal earnings, decreased schooling costs from kindergarten through grade 12, increased lifetime earnings, and decreased costs related to smoking.

A position paper by the National Institute for Early Education Research was published in 2013, concluding that expanding access to quality prekindergarten programs is sound public policy. 47 That authors pointed to a meta-analysis that summarizes the effects of preschool programs, the results of which pointed to 2 basic findings: (1) state and local prekindergarten programs, almost without exception, improve academic readiness for school; and (2) there are persistent impacts on achievement well beyond school entry, even though these are somewhat smaller than short-term impacts.

Enrollment of children in state-funded preschool programs nationwide doubled from 2001 to 2016, with states serving nearly 33% of 4-year-old children in 2016. 47 However, enrollment of 3-year-old children has changed little (5% total of 3-year-old children served in public preschools in 2016). Those numbers improve when looking at all public preschool programs (including special education and Head Start) to 43% of 4-year-old and 16% of 3-year-old children. Provision of preschool services is highly variable from state to state, with some states offering nearly universal services at 4 years of age and others having no programs. A negative trend of decreased state expenditure per child occurred from 2008 to 2014, but that trend has reversed from 2014 to 2016, with total state funding for preschool programs increasing to almost 7.4 billion dollars. There has also been a positive move toward improvement in developing and implementing early learning standards and developing quality standards. 48 Benchmarks need to be applied to preschool programs, including teacher training requirements, rules on class size and staff/child ratios, adequate teacher compensation, adherence to early learning standards, provision of comprehensive services, provision of at least 1 meal, and monitoring quality of sites. In 2016, many states met fewer than half of the current quality standards benchmarks, and charter schools are not required to meet these benchmarks. 47  

The data are not as clear-cut for the benefits of child care programs. Approximately 58% of children 4 and 5 years of age received center-based care in 2012, 13% received home-based relative care, and 19% had no early childhood education arrangement on a regular basis. 49 The National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (2006) found that children in higher-quality nonmaternal child care had somewhat better language and cognitive development during the first 4.5 years of life but that those children with high number of hours in child care demonstrated more behavior problems; parent and family characteristics were more associated with developmental outcome than were facility features. 50  

In general, school readiness appears to have improved over the past 2 decades. The NCES tracked 2 large, nationally representative cohorts of children entering kindergarten through its ECLS. 51 The study compared school readiness in the 1998 kindergarten cohort versus the 2010 cohort. Children in the 2010 cohort were more proficient across a variety of math and reading skills, regardless of race or socioeconomic status, with particularly large gains in math and literacy proficiency among African American children. The authors suggested that early achievement gaps are narrowing and that the skills and knowledge children possess when entering school are increasing. However, they also noted that teachers rated the 2010 cohort somewhat less favorably with respect to their “approaches to learning,” a measure that encompasses eagerness to learn, ability to work independently, persistence, and attention. Authors of another study using the same ECLS data concluded that “despite widening income inequality, increasing income segregation, and growing disparities in parental spending on children, disparities in school readiness narrowed from 1998 to 2010.” 52 The authors hypothesized that the narrowing of the disparity was attributable to a relatively rapid increase in overall school readiness levels among poor and Hispanic children, along with less rapid increases in readiness among high-income and white children. Although these findings are encouraging, there is still reason for concern. Authors of a previously mentioned article on school readiness in poor children noted that preschool programs offer the best chance to increase school readiness in this population. 11 Although investment in early childhood education programs increased for most states from 2001 to 2009, that trend has changed since the recession in 2008. Early childhood programs receive much less funding than public education and are often at greater risk for federal and state budget cuts. Continued recognition of the importance of quality early childhood programs and the need for adequate funding will be critical.

Children with developmental disabilities are particularly at risk for deficits in school readiness. The Individuals with Disabilities Education Act (IDEA) of 2004 was enacted to ensure that children with special needs have access to a free and appropriate education in the least restrictive environment with adequate supports and services. Part B of the IDEA covers children with developmental disabilities from 3 to 21 years of age, and Part C addresses the need for early intervention services for children from birth to 3 years of age with qualifying conditions.

Approximately 6% of children between 3 and 5 years of age in the United States are served under Part B of IDEA with significant variability among states (4% in AL to 14% in WY). 53 The majority of these children are served under a speech and language delay category (3.1%). The second largest category is developmental delay (2.5%), and the third largest category is autism (0.6%). White children account for 52% of this population with special needs, Hispanic children represent 25%, and African American children account for 13%. This disparity of services among ethnic minority groups likely represents underidentification of minority children with disabilities at an early age, especially given the fact that African American children represent a higher percentage (15%) than do white children (13%) when evaluating the number of children in special education services between 3 and 21 years of age. 53  

With regard to early intervention services covered under Part C of IDEA, approximately 3% of children 0 to 3 years of age are served, with boys accounting for 64% of children. 54 The categories under which children received services were not available, but white children accounted for 52.6%, Hispanic children accounted for 25.9%, and African American children accounted for 12.4%. The majority (approximately 86%) of these developmental intervention services were provided in home settings. Approximately 8% of children receiving Part C services were no longer eligible for Part B services at 3 years of age, perhaps reflecting the effectiveness of early intervention.

These data seem to reflect an underrepresentation of minorities in early childhood intervention programs. Pediatricians, through developmental surveillance and screening, play an important role in identifying all children with developmental disabilities at an early age. It also appears from the data that autism spectrum disorders may be underrecognized at an early age. The prevalence of autism spectrum disorders has increased drastically, and there is evidence that intensive early intervention makes a positive impact in school readiness. 43 , – 57 Addressing the needs of children with developmental disabilities in a timely fashion with appropriate educational services and family resources improves potential outcomes. 58  

Limited research is available regarding readiness of schools and communities to meet the needs of the diverse population of children. One approach to identifying and tracking indicators of school and community preparedness is the School Readiness Indicators: Making Progress for Young Children program, a partnership of 16 states funded by the David and Lucile Packard Foundation, the Ford Foundation, and the Ewing Marion Kauffman Foundation. 59 This initiative has 3 goals: (1) to create a set of measurable indicators related to and defining school readiness that can be tracked at the state and local levels; (2) to have states adopt this indicator-based definition of school readiness, to fill in gaps in data, to track data, and to report findings to their citizens; and (3) to stimulate policies, programs, and other actions to improve the ability of children to read at grade level by third grade. Sample system indicators tracked by this group include (1) the proportion of children with health coverage; (2) the proportion of 3- and 4-year-old children enrolled in high-quality early education and child care programs; (3) the proportion of schools offering universal access to full-day kindergarten; (4) the proportion of children with hearing, vision, or dental problems not detected at school entry; (5) the number of adults enrolled in adult education programs or programs teaching English as a second language per 100 adults seeking those services; (6) the proportion of births to mothers with less than a 12th-grade education; and (7) the proportion of children younger than 6 years in foster care who have had more than 2 placements in 24 months. The complete set of indicators selected by each state is available online ( http://www.rikidscount.org/IssueAreas/EarlyLearningampDevelopment/GettingReady.aspx ). It is the belief of those investigators that this work will play an important role in shaping the educational agenda for young children and their families across the country. 60 , 61  

Evidence-based interventions with substantial effects on school readiness include early intervention programs for formerly preterm infants, which have been shown to prevent developmental delay, to improve grade retention, and to accelerate placement into special education. 62 , – 64 Food supplement programs, such as the Supplemental Nutrition Program for Women, Infants, and Children, have been shown to reduce rates of low birth weight 65 and iron deficiency. 66 , 67 Children attending schools with school nutrition programs have improved scores on standardized academic tests. 68 Home visiting by nurses has been shown consistently to reduce rates of childhood injury, to increase fathers’ involvement, to reduce family welfare dependency, and to improve school readiness. 69 , 70 Housing subsidies have resulted in improved neighborhood safety and reduced exposure to violence. 71 , 72  

In addition, there are numerous pediatric primary care programs that have been shown to have impacts across varying domains of school readiness. 73 These programs include both primary prevention programs (which seek to prevent gaps in readiness before they emerge) as well as secondary and/or tertiary prevention programs (which seek to provide additional services for families at increased risk and/or for children with observed gaps in child school readiness); these target early literacy and/or social-emotional development. All of these programs capitalize on the unique reach of pediatric well-child visits for families with young children, especially from birth to 3 years of age, and facilitate population-level intervention at a low cost. The most studied and scaled primary prevention program is Reach Out and Read ( http://www.reachoutandread.org/ ), which impacts more than 25% of all children in low-income families by improving child language skills and increasing reading aloud activities, according to more than 15 published studies. 74 An enhancement to Reach Out and Read, the Video Interaction Project, promotes parental self-reflection and positive actions through review of videotaped parent-child interactions and was recently found to have positive impact on child social-emotional development. 75 HealthySteps uses a specialist who facilitates the delivery of well-child care on the basis of the standards in Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents , Fourth Edition , and provides primary prevention through enhanced parenting and secondary prevention through appropriate screening and referral for services. 76 , 77 A primary care adaptation of The Incredible Years has been shown to promote effective parenting and improve child behavior for families with children with behavior problems. 78 Two additional programs, Assuring Better Child Health and Development and Help Me Grow, provide effective secondary prevention by linking families with appropriate community services. 79 , 80  

The role of the pediatrician in promoting school readiness was previously delineated in a recent AAP policy statement, “The Pediatrician’s Role in Optimizing School Readiness.” 81 It is clear that pediatric health care providers promote school readiness in the children they serve in many ways. In their office practices, they provide medical homes that promote optimal nutrition, growth, development, and physical health as part of health maintenance. Full implementation of the recommendations in Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents , Fourth Edition , includes not only provision of immunizations in a timely manner but also anticipatory guidance regarding nutrition, safety issues, vision and hearing screening, lead and anemia screening, advice regarding dental needs, and developmental surveillance and/or screening. 77 By providing ongoing surveillance and information regarding injury prevention, pediatric providers help protect children from injury and abuse.

Pediatric health care providers promote positive parent-child relationships by screening for psychosocial risks, such as parental mental illness, substance abuse, family violence, poverty, and lack of connection to community and family supports, and then identifying appropriate community resources for families. 82 The AAP Web site on social determinants of health offers numerous screening and toolkit resources for pediatric primary care providers ( https://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/Screening/Pages/Social-Determinants-of-Health.aspx ). Modeling appropriate interactions in the office and providing materials and educational opportunities that promote parental knowledge of child development enhance parent-child interactions. Ongoing assessment of the interactions between the parent and child and guidance regarding behavior, temperament, and development facilitate parent understanding of child differences. Primary care parenting models such as HealthySteps, Very Important Parenting, and colocated behavioral health models have been found to be effective in supporting positive parent-child relationships and model appropriate disciplinary strategies. For families whose children present with significant behavior concerns, use of evidence-based models, such as the Positive Parenting Program and Circle of Security, and referral to appropriate behavioral health resources provide assistance to families. The Positive Parenting Program is designed to prevent and treat behavioral and emotional problems in children and teenagers by equipping parents with skills and confidence to address these problems. The Circle of Security seeks to support secure parent-child relationships by helping parents read their child’s emotional needs, enhance the child’s self-esteem, and support the child’s ability to manage emotions. 83 Resources available to pediatricians in promoting early literacy include such evidenced-based programs as Reach Out and Read and the AAP Books Build Connections Toolkit, as well as community libraries and early childhood education programs. Pediatricians often provide guidance to parents regarding quality early child care and child education programs, including information from the National Association for the Education of Young Children, Children’s Home Society, Child Care and Resource and Referral Centers, and Help Me Grow. Pediatricians also encourage communication between parents and early learning centers. 84 Pediatric health care providers identify children with delays in their development by integrating regular, systematic, developmental screening and surveillance into their practices. Children identified as having delays and children at risk for delays can then be referred to community-based services, such as early intervention programs, home visitation programs, Head Start, and special education programs available through school departments. 85  

Many pediatricians take an active role in advocating for those evidence-based practices that promote optimal early brain and child development. Some examples include (1) access to health care, including mental health services, for all children; (2) standards for state Medicaid and Early and Periodic Screening, Diagnosis, and Treatment programs that conform, at a minimum, to AAP policy recommendations 86 ; (3) universal funding for clinic-based early literacy programs such as Reach Out and Read; (4) Head Start and Early Head Start programs; and (5) federal child care subsidies. AAP chapters can be centers for advocacy because they have experience, resources, and established relationships with policy makers who will be making decisions at the state level. The AAP offers opportunities to effect these policies through their state AAP chapters and in collaboration with state early childhood comprehensive systems. On a national level, the Federal Advocacy Action Network provides an additional avenue of advocacy for interested pediatricians.

Pediatricians, in their work with young children and families, provide the skills and expertise that promote not only physical health but also social-emotional health and guidance with regard to development. Their partnership with families allows for ongoing assessment of strengths and stressors and the development of collaborative strategies and interventions, which support optimal child well-being. 82 , 87 Pediatricians, in collaboration with school, community, and national agencies, contribute to the school readiness of young children. 81  

Knowledge of early brain and child development has revealed that modifiable factors in a child’s early experience can greatly affect that child’s learning trajectory. Several qualities that are necessary for children to be ready for school are physical and nutritional well-being, intellectual skills, motivation to learn, and strong social-emotional capacity and supports. These qualities are influenced by the health and well-being of the families and neighborhoods in which children are raised. Many US children enter kindergarten with limitations in their social-emotional, physical, and cognitive development that might have been significantly diminished or eliminated through early recognition of and attention to child and family needs. School readiness testing, when used appropriately, can yield helpful information regarding the progress of communities and states in meeting the needs of young children. Early childhood education programs can lessen the disparity in school readiness created by poverty and other toxic stressors. Community and national programs that support young children and their families also play a significant role in optimizing school readiness. Pediatricians, by the nature of their work with young children and families, are at the forefront of the effort to promote school readiness. Pediatric primary care providers can both model and promote effective early childhood practices and interventions to promote school readiness and collaborate with communities and schools to ensure their implementation.

Drs Williams and Lerner were responsible for conceptualizing, writing, and revising the manuscript and for considering input from reviewers and the Board of Directors; and all authors approved the final manuscript as submitted and take responsibility for the manuscript in its final form.

This document is copyrighted and is property of the American Academy of Pediatrics and its Board of Directors. All authors have filed conflict of interest statements with the American Academy of Pediatrics. Any conflicts have been resolved through a process approved by the Board of Directors. The American Academy of Pediatrics has neither solicited nor accepted any commercial involvement in the development of the content of this publication.

Technical reports from the American Academy of Pediatrics benefit from expertise and resources of liaisons and internal (AAP) and external reviewers. However, technical reports from the American Academy of Pediatrics may not reflect the views of the liaisons or the organizations or government agencies that they represent.

The guidance in this report does not indicate an exclusive course of treatment or serve as a standard of medical care. Variations, taking into account individual circumstances, may be appropriate.

All technical reports from the American Academy of Pediatrics automatically expire 5 years after publication unless reaffirmed, revised, or retired at or before that time.

FUNDING: No external funding.

American Academy of Pediatrics

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Early Childhood Longitudinal Study

Individuals with Disabilities Education Act

National Center for Education and Statistics

National Conference of State Legislatures

P. Gail Williams, MD, FAAP

Marc Alan Lerner, MD, FAAP

Jill Sells, MD, Chairperson

Sherri L. Alderman, MD, MPH, IMH-E, FAAP

Andrew Hashikawa, MD, MPH, FAAP

Alan Mendelsohn, MD, FAAP

Terri McFadden, MD, FAAP

Dipesh Navsaria, MD, MPH, MSILS, FAAP

Georgina Peacock, MD, MPH, FAAP

Seth Scholer, MD, MPH, FAAP

Jennifer Takagishi, MD, FAAP

Douglas Vanderbilt, MD, FAAP

Lynette Fraga, PhD – Child Care Aware

Rebecca Parlakian, MS – Zero To Three

Katiana Garagozlo, MD – American Academy of Pediatrics Section on Pediatric Trainees

Dina Lieser, MD, FAAP – Maternal and Child Health Bureau

Alecia Stephenson – National Association for the Education of Young Children

Charlotte O. Zia, MPH, CHES

Marc Alan Lerner, MD, FAAP, Chairperson

Cheryl L. De Pinto, MD, MPH, FAAP, Chairperson Elect

Elliott Attisha, DO, FAAP

Nathaniel Beers, MD, MPA, FAAP

Erica Gibson, MD, FAAP

Peter Gorski, MD, MPA, FAAP

Chris Kjolhede, MD, MPH, FAAP

Sonja C. O’Leary, MD, FAAP

Heidi K. Schumacher, MD, FAAP

Adrienne Weiss-Harrison, MD, FAAP

Susan Hocevar Adkins, MD, FAAP – Centers for Disease Control and Prevention

Laurie G. Combe, MN, RN, NCSN – National Association of School Nurses

Veda Johnson, MD, FAAP – School-Based Health Alliance

Madra Guinn-Jones, MPH

Stephanie Domain, MS

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Head Start Approach to School Readiness – Overview

The Head Start Approach to School Readiness means that  children are ready for school ,  families are ready to support their children's learning , and  schools are ready for children . Learn more about the approach:

  • Physical, cognitive, social, and emotional development are all essential ingredients of school readiness.
  • Head Start programs view school readiness as children possessing the skills, behavior, and knowledge necessary for success in school and for later learning.
  • Approaches to Learning
  • Social and Emotional Development
  • Language and Literacy
  • Perceptual, Motor, and Physical Development
  • Implementing and measuring progress toward school readiness goals helps programs individualize for each child and ensure that children know and can do what is needed to be ready for kindergarten.
  • Head Start programs are required to consult with parents in establishing school readiness goals and to respect parents as their children's primary nurturers, teachers, and advocates, as described in the Parent, Family, and Community Engagement (PFCE) Framework .
  • As children transition to kindergarten, Head Start programs and schools should work together to promote school readiness and engage families.

The frameworks below provide the foundation for comprehensive child development and family engagement services that lead to school readiness for young children and families.

Frameworks for Understanding School Readiness

Parent, Family, and Community Engagement Framework

PFCE Framework

The Head Start Early Learning Outcomes Framework 2015

ELOF Framework

School Readiness Goals

The Head Start Program Performance Standards requires all programs to establish school readiness goals, which are are defined as "the expectations of children's status and progress across domains of language and literacy development, cognition and general knowledge, approaches to learning, physical well-being and motor development, and social and emotional development that will improve readiness for kindergarten goals."

  • Achieving program goals, 45 CFR §1302.102(a)(3 )
  • Terms, 45 CFR §1305.2

Each agency must use the five domains of the ELOF as the basis for school readiness goals. Agencies need to articulate how:

  • Basis for determining whether a Head Start agency will be subject to an open competition, 45 CFR §1304.11(b)(1)(i)
  • Curricula, 45 CFR §1302.32
  • Child screenings and assessments, 45 CFR §1302.33
  • Education in home-based programs, 45 CFR §1302.35

Head Start programs are expected to:

  • Achieving program goals, 45 CFR §1302.102(c)(1)
  • Achieving program goals, 45 CFR §1302.102(c)(2)(ii-iii)
  • Basis for determining whether a Head Start agency will be subject to an open competition, 45 CFR §1304.11(b)(2)
  • Child screenings and assessments, 45 §1302.33(b)
  • Achieving program goals, 45 CFR §1302.102(b),(c)(2)(iv-v)

To help address school readiness requirements, the Office of Head Start will continue to communicate and support programs and will guide the efforts of the Training and Technical Assistance Network. Communications will support programs' continued efforts to build their systems and to deliver quality services to children, families, and communities.

Core Strategies to Promote School Readiness

To help children succeed when they enter school, Head Start programs may implement core strategies such as:

  • Implementing an integrated curriculum that addresses the essential domains of school readiness in the ELOF
  • Providing early learning coaching to staff across program options and settings
  • Establishing Individualized Wellness Plans that promote healthy development for every child
  • Ensuring a parent partnership process that promotes an understanding of their child's progress, provides support, and encourages learning and leadership
  • Providing ongoing communication with local schools and other programs receiving Head Start or Early Head Start children, to exchange information about children and programs and to align services for early learning, health, and family engagement
  • Creating a learning community among staff to promote innovation, continuous improvement, and integrated services across education, family services, and health

Resource Type: Article

National Centers: Office of Head Start

Last Updated: December 29, 2022

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Empowered Parents

The Ultimate School Readiness Checklist for Parents and Teachers

By: Author Tanja McIlroy

Posted on Last updated: 16 November 2023

Categories Holistic Development

school readiness assignment

What is school readiness and how exactly do you know if a child is ready for school or not?

This guide, written for teachers and parents, is an overview and includes a school readiness checklist for easy reference.

Read on to find out what school readiness is, how to know if a child is ready and what you can do to help kids achieve it .

In the field of early childhood education, school readiness refers to whether a child is ready to benefit from formal education in a group context.

Pin - The ultimate school readiness checklist for parents

What Does School Readiness Mean?

School readiness means a child has learned the necessary skills to be able to cope and thrive in the first grade of school – known as Grade One or First Grade in most countries.

The first grade of school is the first formal year. All years leading up to this grade are considered informal schooling.

Kindergarten Readiness

The year before the first grade is also considered an important year and is basically a semi-formal preparation for starting formal schooling .

Depending on what country you live in, this class may be referred to as Kindergarten, Reception Year, Grade R, Grade 0 or something similar.

While most school readiness skills checklists out there are for kindergarten, this year should not be mistaken as the official start of formal schooling , as kindergarten should still include many play-based learning experiences.

The checklist below can be used as a general Kindergarten readiness checklist. However, some skills – such as sound and letter recognition – will still be developing during this year.

How is School Readiness Measured?

Checklist and pencil

Unlike a high school pupil taking a sit-down entrance exam, a young child’s holistic development cannot be measured with a test.

This is especially true because a huge part of their readiness has to do with physical, emotional and social maturity.

There are no exact criteria and no actual way to establish 100% readiness because all children are completely different and develop at different rates. They also have different strengths and weaknesses.

All the readiness checklists online have different criteria, although they share many similarities. A checklist is merely a general guide.

Therefore children are ready for school when:

  • They meet most of the criteria on the checklist
  • They are able to cope in a formal environment
  • They are emotionally mature
  • They interact and behave in a similar way to peers of similar age

Readiness is certainly not an exact science. It is determined by understanding a child and determining whether you think they will cope in elementary/ primary school.

School Assessment Tests

Some schools prefer to do a school readiness assessment with young children going into the first grade .

The test is usually quite short as children of this age have a limited concentration span.

This kind of assessment usually involves testing for specific skills such as a child’s auditory memory or phonological awareness (e.g. hearing rhyming sounds).

Assessments may provide some insight into a child’s ability. There will not be a strict measuring of criteria but rather an opinion formed of the child’s predicted general ability to fit into a formal grade.

What Does School Readiness Look Like?

Boy sitting a a desk, drawing

In order for children to be considered ready for school, they must have developed their emotional, social, physical and cognitive skills .

A child who is ready for school has well-developed:

  • Physical and motor skills
  • Visual, auditory and tactile perception
  • Listening skills
  • Communication skills, language ability and wide vocabulary
  • Pre-mathematical skills (the ability to manipulate concrete materials)
  • Basic chemistry, physics and biology skills (through play and discovery e.g. blocks and water)
  • Problem-solving skills
  • Ability to express through art, music and stories
  • Love of books and a desire to read    

Criteria for School Readiness

The following is a rough guide of criteria for determining school readiness.

The milestones are set out in the four developmental areas – emotional, social, physical and cognitive.

Emotional Development

  • Shows independence
  • Separates easily at school drop-off
  • Has a healthy self-esteem and feels competent
  • Accepts authority and obeys simple rules at home and school
  • Has self-care skills – dressing, eating, and going to the bathroom independently
  • Can go places without a parent – e.g. stay over at granny, visit a friend
  • Expresses feelings in a healthy way
  • Works on a task independently
  • Works quietly and calmly
  • Asks questions and seeks help when necessary
  • Follows home and school routines with ease
  • Copes with disappointments in a mature way
  • Shows perseverance and determination when working on a task

Social Development

  • Takes turns and shares with others
  • Forms healthy relationships with peers
  • Socializes with more than one peer (not only one ‘special’ friend)
  • Is assertive when necessary and can also follow another’s lead
  • Handles conflict appropriately and independently (without always reporting it to an adult)
  • Shows manners unprompted -e.g. says please, thank you and sorry
  • Respects others’ property
  • Works cooperatively in a group
  • Shows respect and listens when someone is speaking – a peer or adult

Physical and Motor Development

  • Runs easily, climbs and moves with agility
  • Balances when walking along a beam
  • Distinguishes between left and right
  • Throws and catches a ball
  • Walks along a straight line
  • Hops on one leg and hops with legs together
  • Stands on one leg for 5 seconds, maintaining balance
  • Crosses the midline
  • Holds a pencil or crayon correctly ( tripod grip )
  • Cuts along a line and controls a pair of scissors
  • Does activities that require fine motor control – e.g. pasting, tearing, placing pegs on a board
  • Determines his or her dominant hand
  • Moves rhythmically to music
  • Sits at a desk for a period of time with good posture and without slouching or tiring
  • Sits on a floor/carpet with legs crossed without flopping over

Cognitive Development

  • Recognizes shapes and colours
  • Builds a jigsaw puzzle
  • Notices similarities and differences in a picture
  • Distinguishes foreground from background in a picture
  • Estimates, plans and evaluates
  • Counts with one-to-one correspondence (e.g. by touching one item at a time)
  • Groups, classifies and sorts objects and information
  • Copies a simple pattern
  • Does basic addition and subtraction (e.g. what is one more?)
  • Uses mathematical terms such as more, less, first, altogether, longer, shorter, etc.
  • Has a concept of time – weekdays, seasons, morning/afternoon/evening, etc.
  • Understands cause and effect (e.g. consequences of certain actions)
  • Solves problems with insight
  • Has excellent listening skills
  • Is able to follow verbal instructions (at least a 2 or 3 part instruction )
  • Listens to a story and recalls the events in sequence
  • Answers questions about a story and remembers the details
  • Memorizes simple songs and nursery rhymes
  • Identifies rhyming words
  • Hears the beginning and ending sounds in 3-letter words e.g. bat
  • Identifies and discusses characters in a story
  • Expresses opinions about a story
  • Shows an interest in books and reading
  • Knows the names of some of the letters
  • Speaks clearly and uses grammar correctly
  • Has well-developed vocabulary
  • Participates in discussions at home and at school
  • Concentrates on a single task for at least 20 minutes
  • Completes tasks

This checklist should give you a good idea of where your child is at. 

Is School Readiness Important?

For children to reach their full potential and benefit from formal education, being ready is extremely important.

When children are pushed into a grade they are not ready for, not only does it not benefit them, but they can also regress.

They may struggle to keep up academically or emotionally, which may negatively affect their self-worth and emotional development.

They might even struggle to socialize if they are not yet mature enough for the group, which has negative effects on their social development.

How to Prepare Your Child for School

Even if a child attends preschool, parents can also play a big role in helping prepare for school.

I firmly believe that children learn far more from their parents than they do from anyone else. Parents are a child’s first connection with the world. They learn non-stop by watching and interacting with them.

This does not mean that parents ought to be stressing their children out while trying to get them ready. As you will read here, hard work and learning is all about play.

Read on to find out how to get your children ready for school.

School Readiness Begins in Infancy

Mom playing with toddler

School readiness is not something children suddenly acquire when they come of age. It is an accumulation of all the learning and skills a child has picked up right from birth.

Being ready is more about general maturity and skill level than it is about learning specific things or having certain knowledge.

This is one of the reasons I don’t think parents need to follow ‘programs’ for preschoolers. These programs usually come with a set of themes and all the activities are laid out day by day, to be followed in a certain sequence.

Most often, they get put aside when it becomes too much effort to follow or life gets in the way.

Preschool is not rigid and neither should a child’s time at home be.

Learning Through Play

So just how do children learn all these wonderful skills that will get them ready for formal education?

Through none other than good old-fashioned play .

This is sadly becoming a bit underrated in today’s society of packing children’s schedules with non-stop extra activities and introducing formal activities such as reading and writing too early.

Play is the most important activity for your child’s overall development.

What is important is that your child has ample opportunity to engage in all types of play .

There should be sufficient time for free play, where your child decides what to play and where to play, and there should be time for adult-guided activities.

School Readiness Activities and Tips for Parents

Mom and daughter drawing

Any play activity that you engage in with your child or any free play session your child engages in is part of getting ready for school.

Where you can make a difference is in providing activities for your child that are varied and therefore work on different skills.

You don’t necessarily need to be playing with your child all the time.

Sometimes it is as simple as taking out different materials or making suggestions and offering new ideas. Other times, you will want to really get involved and do an activity together or play a game to work on a specific skill.

The most important thing is that you are aware of the skills children need to learn before formal schooling and that you try wherever possible to create a play opportunity to work on those different skills.

What Skills Should you Teach your Child?

In a nutshell, your children need to learn these basic skills through play:

  • Fine motor skills
  • Gross motor skills
  • Language skills
  • Visual perception
  • Auditory perception (including phonological awareness)
  • Pre-reading skills
  • Pre-writing skills
  • Early mathematical skills
  • Social skills
  • Emotional intelligence

Why Do Children Need these Skills?

Everything your child needs to do at school will rely on these basic skills. Something as simple as holding a pencil and writing requires well-developed gross motor, fine motor and visual perceptual skills.

In order to learn to read, children need excellent auditory and visual perception. Learning letters and the sounds they make is not all there is to reading. These are just a few things involved in learning to read:

  • Hearing sounds – e.g. through learning nursery rhymes
  • Hearing rhyming words and patterns
  • Distinguishing whether sounds are the same or different
  • Hearing the beginning sound in a word, and the end sound
  • Hearing sounds that are missing
  • Seeing and identifying letters – an understanding of shape is crucial
  • Perceiving similarities and differences (to not confuse b and d )
  • Being able to identify patterns (to read words by sight)
  • Having good visual memory (to remember common patterns in words)

Many tasks at school require a combination of different skills so the best chance you can give your child is to ensure all their basics are in place.

How Can You Teach Your Child these Skills?

Many of these skills will be learned naturally through free play; however, they should also be learned through adult-guided play-based games and activities.

You can look up all the skills mentioned above and find activity ideas to work on all these skills.

What if My Child is Not Ready for School?

School bag and books

If you go through the checklist and feel your child may not be ready, don’t worry or feel you have done something wrong. I have taught many children who repeated a preschool or kindergarten grade and went on to do well in school.

The younger the child is when repeating, the easier it will be. Repeating a grade higher up (e.g. 5th or 6th) has more damaging effects on a child as they then struggle with feeling incompetent and losing their peers in their grade.

The worst thing you can do is push your child up if it is clear he or she will struggle. Playing catch up all the time and feeling incompetent and incapable will not help their development in the long run.

Repeating an early grade is not serious at all. Simply let it be if necessary and, along with the school, keep helping your child as best as you can.

Signs Your Child May Not be Ready for School

These are very generalized guidelines, but if your child displays some of these characteristics, he or she may need extra time to mature:

  • Appears younger than their peers
  • Has a short attention span and poor concentration
  • Has poor eye-hand coordination
  • Moves in a clumsy or uncoordinated way
  • Struggles with fine motor skills such as cutting , holding a pencil, etc.
  • Is dependent on adults for self-care tasks

I hope you found this readiness-for-school checklist useful.

This post contains affiliate links for educational products that I personally recommend. If you purchase through one of them, I earn a commission at no extra cost to you. Read the terms and conditions for more details.

The information in this article is based on my own qualifications and experience in teaching, and is also backed by the information shared by Martie Pieterse in her book “ Language and School Readiness ” as well as the book “ Total Learning: Developmental Curriculum for the Young Child “, by Joanne Hendrick.

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Friday 30th of April 2021

Good evening ,I love this story and I would like to use some ideas for my school assignment and I would like to know the date it was written in so I can reference it

Tanja Mcilroy

Saturday 1st of May 2021

Hello Kyle, Thank you. The publish date for this article is 29 August 2018. Kind regards, Tanja

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The 5 Domains of School Readiness—And Why They Matter

Sarah Mead

Transitioning your child from a preschool program into full-time Kindergarten is an exciting—and terrifying—moment for parents. How do you know if your child is really ready to take the next step in their education?

Fortunately, the U.S. Department of Education has created a guideline, the 5 Domains of School Readiness, to help parents and educators determine if children have the skills they need to succeed in Kindergarten and beyond.

Whitby students ready for school

What are the 5 Domains of School Readiness?

The U.S. Department of Education defines the five domains of school readiness as follows:

  • Language and literacy development
  • Cognition and general knowledge (including early mathematics and early scientific development)
  • Approaches toward learning
  • Physical well-being and motor development
  • Social and emotional development

These five domains are intended to be overlapping and connected indicators of a child’s ability to succeed in a school setting. They’re not intended to be chronological milestones, but rather skills that children develop simultaneously. The domains also serve as a way for early childhood education (ECE) programs to guide their curriculum towards school readiness and age appropriate development.

A National Educational Goals Panel first articulated these five domains in a 1995 paper after “school readiness” was voted to be the first priority in a series of National Education Goals.

A 2012 international report from Unicef nearly echoes the five domains set out by the National Education Panel, reinforcing the importance of "a good start in life, in a nurturing and safe environment that enables children to survive and be physically healthy, mentally alert, emotionally secure, socially competent and able to learn."

In other words, all children, regardless of cultural background or family or school structure, benefit when these foundational building blocks of safety, security, and ability to engage are in place. The report goes on to state that school readiness is a complicated "product of the interaction between the child and the range of environmental and cultural experiences that maximize the development outcomes for children." The five domains can help families and educators alike to better understand what it means to be "ready" for school.

The Importance of School Readiness for Families

While the benefits of a high quality early childhood education program are well established, it's important not to underestimate the role that families can play in helping support early stages of development.

Here’s how you can help your child increase their school readiness at home:

1. Language and Literacy Development

Reading out loud to children has a major impact on emergent literacy skills. To help your child increase their language skills, read to your child throughout all aspects of family life—not just at bedtime. The newspaper, articles on your smartphone, recipes, letters and holiday cards are all opportunities to read out loud to your child.

Hearing new vocabulary spoken helps prepare children to identify unfamiliar words from context, as well as increase their overall phonological awareness. The research also makes clear that engaging with oral language, even in casual conversation, can positively affect emergent literacy.

Quoted: At age three, children [with] an observed cumulative vocabulary of 1100 words [had] parents [who] spent a lot of time and effort asking their children questions, affirming and expanding their responses and encouraging their children to listen and notice how words relate. - Reading Out Loud to Children: The Evidence

2. Cognition and General Knowledge

Researchers from Indiana University describe general knowledge as having two components: "One component is details about the world in which we live...[t]he second component is the processes of how things work."

To help your child develop their cognitive skills at home, focus on creating an environment where your child feels comfortable asking questions about the world and the processes that govern it. Asking open-ended questions also encourages a sense of exploration. Developing your child’s curiosity can inspire them to dive into the subjects that interest them and cultivate background knowledge that will improve their reading comprehension and other essential academic skills.

3. Approaches toward Learning

For children to become effective learners , they need to develop their curiosity, creativity, independence, ability to cooperate, and persistence. There are several ways you can support your child in developing those characteristics.

Cultivate persistence by encouraging your child to follow through on a task. Give them the time and space needed to work independently through problems—even tasks as simple as stacking building blocks. Playdates with other children can develop your child’s ability to work collaboratively and help your child become more creative by giving them toys that encourage exploration.

4. Physical Well-being and Motor Development

Although one of the most basic skills taught in primary school, handwriting can be very complicated to learn. That’s one of the reasons it’s so important for children to develop fine motor skills before they’re ready to enter Kindergarten. Physical well-being is also an important barometer for parents to determine how ready their child is take the next step in their education. By identifying any physical challenges early on, you can help your child get the support they need.

Keep an eye on your child’s physical well-being and motor development by monitoring their overall rate of growth, fitness, and physiology. Encourage motor development by engaging in age-appropriate physical activities with your child, such as walking, running, and kicking a ball, as well as finer skills, such as teaching them how to use scissors and fasten a button.

5. Social and Emotional Development

Success in school is not just about academics. It’s also about developing the skills to relate to peers and educators. For that reason, it’s important to help your child work on their social and emotional development as you’re getting them ready for Kindergarten.

To help your child develop socially and emotionally, look for opportunities to help them form relationships and interact with both peers and adults. Arrange playdates and encourage your kids to spend time talking with coaches, educators and other trusted adults. To encourage a sense of self, ask your child questions about their preferences and interests and ask them to compare their interests to those of their peers. This will help them define their identity in relation to the others. Help your child develop empathy for others by asking them to share with their friends. If your child likes to play pretend, you can also help them develop empathy by asking them to speculate how their character thinks and feels in different situations.

The Importance of School Readiness

Your child’s first years in school will set them up for the rest of their academic career. For that reason, it’s important to make sure that they’re ready socially, emotionally, intellectually and physically to enter Kindergarten.

As a parent, you can help your child develop the skills they need to succeed by offering opportunities to engage in activities that allow them to build skills, grow as human beings and learn about the world. You also can help set your child up to succeed by enrolling them in a high quality early childhood education program that uses preschool best practices to help students develop the five domains of school readiness. A strong, early learning foundation will help set-up your child for a lifetime of personal, professional and academic success.

To learn more about Whitby’s early childhood education program, schedule a tour of our unique International Baccalaureate and Montessori preschool program. Or click below for our guide to help parents choose the right private school for their child.

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School and learning readiness

The Education 2030 Framework for Action defines school readiness as ‘the achievement of developmental milestones across a range of domains, including adequate health and nutritional status, and age-appropriate language, cognitive, social and emotional development’ (UNESCO, 2016: 39). SDG Target 4.2 aims to ensure that all children have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education. While early childhood care and family support play a critical role in preparing children for school, the present brief focuses on the organized learning component of early childhood development – that is, pre-primary or early childhood education (ECE).

What we know

Disparities in ECE enrolment are significant between countries and tend to be higher than for other education levels. National and regional data is mainly available for pre-primary formal education under the indicators ‘Participation rate in organized learning one year before official primary entry age’ (SDG indicator 4.2.2) and ‘School enrolment, pre-primary’. In terms of SDG 4.2.2, the enrolment rate at the global level stands at 67.2 per cent (2018); however, broken down at the regional level, the rate stands at just 42 per cent in sub-Saharan Africa but 96 per cent in Latin America and the Caribbean (Global Education Monitoring Report Team, 2020). Gender disparities in access are less common in ECE programmes than at other levels. According to the 2007 Global Monitoring Report, pre-primary gender disparities at the expense of girls are found mostly in countries with very low gross enrolment ratios (Global Education Monitoring Report Team, 2006).

While access to pre-primary education has expanded, the quality of programmes has usually remained low. The universalization of primary education led to a drop in quality and this risk prevails for pre-primary education. When access is increased, children’s outcomes do not always improve. At times, efforts to increase access may exacerbate the problem of low quality (UNESCO, 2017). Findings suggest that high-quality ECE yields beneficial effects that last until secondary school, even when primary school is of mediocre quality, while poor pre-primary quality may even be harmful for brain development (UNESCO, 2015). The quality of ECE services depends mainly on a child-friendly and supportive learning environment, a developmentally appropriate play-based curriculum, sufficient learning materials, and, most importantly, well-trained and qualified teachers (IIEP, GPE, UNICEF, 2019)

One of the main determinants of quality pre-primary education is the quality of the education workforce; their level of education and participation in training is a better predictor of quality than factors such as child–staff ratios or group size (Putcha, 2018). While teachers are already in short supply, a significant increase in numbers is required as countries look to achieve universal pre-primary education (UNICEF, 2019). According to UIS 2019 data, the percentage of qualified teachers in pre-primary education is 80.5 per cent at the global level and only 60.5 per cent in low-income countries. The level of remuneration, working conditions, and status of the ECE workforce is often poor; this leads to recruitment challenges and high attrition rates (Putcha, 2018).

Costs and financing

Pre-primary education is underfunded compared to other education levels, with an investment gap of almost 90 per cent in low-income countries and 75 per cent in lower-middle-income countries. Globally, 38 per cent of countries invest less than 2 per cent of their education budgets in pre-primary education (UNICEF, 2019). The Education Commission (2016) estimates that providing universal access to pre-primary education in low- and lower-middle-income countries by 2030 would require an investment of $44 billion per year if countries pursue the guidelines that are often recommended. However, the benefits of ECE have been shown to far outweigh the costs, and it is argued that supporting early learning is a sound investment: ‘Every $1 invested in early childhood care and education can lead to a return of as much as $17 for the most disadvantaged children’ (Zubairi and Rose, 2017).

Impact on learning

Quality ECE is an investment for the immediate health and well-being of young children and for subsequent learning and development. A large body of research shows that ECE programme participation has a positive impact on primary school readiness. In turn, school readiness is linked to learning, school completion, later skill development, and acquisition of academic competencies and non-academic success (UNICEF, 2019).

Fourth-grade primary school children in Brazil who had attended day care and/or kindergarten scored higher in mathematics, compared to students who had not attended ECE services. First-grade children who had attended kindergarten in rural Guizhou, China, had literacy and mathematics scores significantly better than other children (UNESCO, 2012a), while children in rural areas of Mozambique who enrolled in preschool were 24 per cent more likely to attend primary school and to show improved understanding and behaviour (Zubairi and Rose, 2017).

By improving school readiness, participation in pre-primary makes enrolment in the first grade of primary school more likely reduces delayed enrolment, dropout, and grade repetition, and increases completion and achievement (Global Education Monitoring Report Team, 2006). Quality preschool programmes can also help children to develop resilience to cope with traumatic and stressful situations, such as conflict and other emergencies (UNICEF, 2019).

Equity and inclusion

Despite the evidence on the potential of ECE, children from poor and migrant families or those living in rural areas more often miss out or are enrolled in ECE of poorer quality than their more affluent or urban peers (UNESCO, 2015). Children living in the poorest households are less likely to receive support for early learning at home and up to 10 times less likely to attend ECE programmes (UNICEF, 2019), further widening the early learning gap.

According to the 2018 World Development Report, children from disadvantaged backgrounds tend to exhibit learning deficits years before they start school, leaving them ill-prepared for the demands of formal education. These gaps are important predictors of performance throughout school and into early adulthood: ‘poor developmental foundations and lower preschool skills mean disadvantaged children arrive at school late and unprepared to benefit fully from learning opportunities. As these children get older, it becomes harder and harder for them to break out of lower learning trajectories’ (World Bank, 2018: 80).

Quality ECE programmes have the potential to compensate for disadvantage. They can also increase equity by promoting multilingual education, gender equality, and opportunities for disabled children and children in emergency or precarious circumstances. Evidence shows that disadvantaged students make the most dramatic gains from such programmes (Global Education Monitoring Report Team, 2006).

Quality ECE can mean early identification and remediation of impairments and can aid transition into mainstream schools (Global Education Monitoring Report Team, 2006). Earlier inclusion of children with disabilities to learn and play alongside their peers in mainstream ECE programmes promotes transition into primary school, reduces stigma and isolation for the child and their parents, and has positive socio-emotional and academic benefits for students of all abilities.

Quality ECE programmes can contribute to addressing stereotypes, in particular those related to gender. While curricula may emphasize gender equality, the programmes often promote gender-specific expectations, with teaching materials strengthening gender-specific roles, game-playing conforming to stereotype, and, even more importantly, teachers frequently not treating boys and girls the same (Global Education Monitoring Report Team, 2006). Well-designed ECE programmes based on gender-neutral curricula can challenge these stereotypes, provided that they are accompanied by changes in teacher attitudes and behaviour.

Ensuring free access to quality ECE programmes for minority and disadvantaged children is important. ECE programmes can contribute to the inclusion of families from minority backgrounds, provided that they are culturally relevant, delivered in the local language, and use resources that come from within the community. To improve the access of minority parents to existing ECE and parental support programmes, initiatives should be culturally sensitive to parents’ child-rearing beliefs and practices and should integrate local identities and knowledge (UNESCO, 2012b; Naudeau et al., 2011). ECE programmes can also help children develop their self-esteem by using their mother tongue while acquiring a second (and sometimes a third) language (Global Education Monitoring Report Team, 2006).

Challenges and policy options

Improving early childhood teacher training and recognition.

Improvements in programme quality and child outcomes are often correlated with better-educated and trained teachers, though it is difficult to identify the optimal duration and combination of initial education and professional development. Training strategies that promote a continuum of practitioner development, beginning with pre-service and continuing with ongoing in-service training that is maintained throughout the careers of ECE professionals, can be developed (Garcia, Pence, and Evans, 2008). Teachers’ competences and standards can increase the relevance of training and professional development, enhance the quality of monitoring and mentoring opportunities, support the professionalization of the workforce, and support workforce planning efforts (Putcha, 2018).

Mainstreaming ECE in education sector plans

ECE appears in most education sector plans, but its inclusion is usually insufficient to address the development of the subsector (IIEP, GPE, UNICEF, 2019.). Mainstreaming ECE throughout the education planning process can help ensure the provision of universal public pre-primary education and improve its integration in the education system. Comparative studies show that universal services can yield significantly higher enrolment rates among poor families than policies that target specifically the poor, and therefore the former have greater equalizing potential (UNESCO, 2015). However, specific measures to foster the participation of the most disadvantaged can help ensure they are not left behind. Education sector planning provides a mechanism to strengthen the pre-primary subsector and enhance its ability to deliver equitable and quality ECE to all children: ‘Credible education sector plans that integrate pre-primary provide the basis by which governments can provide an overall vision for the pre-primary subsector and guide decision-makers and implementers in the process of delivery of ECE’ (IIEP, GPE, UNICEF, 2019: 15). They also support the mobilization of the domestic and external resources needed for the subsector to expand.

Increased and more-efficient funding

The provision of funding for pre-primary education should not be seen as a loss of support for other subsectors of education, but rather as a core strategy for strengthening the entire education system. Responding to this financial need requires greater pooling of resources through coordinated cross-sector committees represented by education, health, family welfare, and other ECE-related services (UNICEF, 2019). In addition to increasing funding, resources need to be targeted at those at risk of not learning. Decision-makers should prioritize the most disadvantaged and early years where social returns are highest while minimizing household spending on basic education by the poor (Education Commission, 2016)

Cooperation with other ministries and coordination of non-state providers

Quality early childhood development programmes that go beyond education and tackle all relevant issues promoting children’s holistic development require a coordinated approach across the education, health, nutrition, and social protection sectors, from a range of actors, both public and non-public. Community-based organizations, NGOs, religious groups, and for-profit entities can support government efforts to expand, improve, and coordinate ECE provision (Education Commission, 2016). To create links among different policy areas affecting the lives of young children, several governments have recently begun to elaborate national early childhood policies that cover health, nutrition, education, water, hygiene, sanitation, and legal protection for young children (Global Education Monitoring Report Team, 2006).

  • Measuring Early Learning Quality and Outcomes (MELQO) (UNESCO, 2017). This initiative aims to promote feasible, accurate, and useful measurement of children’s development and learning at the start of primary school, and of the quality of their pre-primary learning environments.
  •   International Development and Early Learning Assessment (IDELA) (Save the Children, 2017). This tool measures children’s early learning and development. It provides a holistic picture of children’s development and learning covering motor development, emergent language and literacy, emergent numeracy/problem solving, and social-emotional skills.
  • Holistic Early Childhood Development Index (HECDI) Framework (UNESCO, 2014). The HECDI Framework provides a set of targets, sub-targets, and indicators for the holistic monitoring of young children’s well-being at both the national and international levels.
  • SABER-Early Childhood Development (World Bank, 2016). This tool allows policymakers to take stock and analyse existing early childhood development policies and programmes, identifying gaps and areas needing policy attention.

Education Commission. 2016. The learning generation: Investing in education for a changing world.

Global Education Monitoring Report Team. 2006. Strong foundations: Early childhood care and education. EFA global monitoring report, 2007. UNESCO: Paris, France.

Global Education Monitoring Report Team. 2020. Inclusion and education: All means all. Global education monitoring report, 2020 . Paris: UNESCO.

Garcia, M.; Pence, A.; Evans, J.L. 2008. Africa’s future, Africa’s challenge: Early childhood care and development in sub-Saharan Africa. Washington, DC: World Bank.

IIEP, GPE, UNICEF. 2019. Mainstreaming early childhood education into education sector planning. Course reader for module 1: The rationale for investing in pre-primary.

Naudeau, S.; Kataoka, N.; Valerio, A.; Neuman, M.J.; Elder, L.K. 2011. Investing in young children: An early childhood development guide for policy dialogue and project preparation. Washington, DC: World Bank. 

Putcha, V. 2018. Strengthening and supporting the early childhood workforce: Competences and standards . Washington, DC: Results for Development. 

UNESCO. 2012a. Expanding equitable early childhood care and education is an urgent need. Paris: UNESCO.

UNESCO. 2012b. Indigenous early childhood care and education (IECCE) curriculum framework for Africa: A focus on contexts and contents. UNESCO/International Institute for Capacity Building in Africa: Addis Ababa.

UNESCO. 2015. Investing against evidence: The global state of early childhood care and education. Paris: UNESCO. 

UNESCO. 2016. Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Paris: UNESCO. 

UNESCO. 2017. Overview: MELQO: Measuring early learning quality and outcomes. Paris: UNESCO.

United Nations Children’s Fund (UNICEF). 2019. A world ready to learn: Prioritizing quality early childhood education. New York: UNICEF.

World Bank. 2018. World development report, 2018: Learning to realize education’s promise. Washington, DC: World Bank. 

Zubairi, A.; Rose, P. 2017. Bright and early: How financing pre-primary education gives every child a fair start in life . London: Theirworld.   

Related information

  • Early Childhood Workforce Initiative
  • Center for Education Innovations Early Learning Toolkit
  • Early childhood care and education
  • Early childhood education
  • Pre-primary education
  • Primary education
  • Grades 6-12
  • School Leaders

Black History Month for Kids: Google Slides, Resources, and More!

30+ Awesome Career-Readiness Activities That Teach Soft Skills

Students need these skills to succeed in the workplace.

school readiness assignment

Our vision is to unlock the potential of each learner at every stage of life. At McGraw Hill, we believe that your diverse experiences enrich the way you learn, teach, and grow. See how Career Explorations  introduces students to hundreds of diverse careers and critical soft skills needed to set them on a purposeful path through high school and beyond.

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When it’s time for students to start working and/or head to college, they’ll need “soft skills,” otherwise known as career-readiness or job-readiness skills, in addition to academic knowledge and vocational skills.

Soft skills are those characteristics that help you function as an individual (motivation, self-confidence, flexibility) as well as within a group (teamwork, negotiation, respect). These job-readiness skills are key for succeeding in the workplace. After all, if you can’t show up on time, speak up for yourself, or get along with your peers, chances are you’re not going to have a very smooth go of it.

Explicitly teaching students these job-readiness skills is the best way to give them valuable insight into their strengths and weaknesses. We’ve rounded up just over 30 engaging lessons and activities that are not only just right for teaching the job-readiness skills students need, they are also a lot of fun!

1. Use an engaging curriculum for career exploration and readiness

school readiness assignment

There are so many important things to teach our students before they’re ready to leave high school that it’s daunting to know where to begin. That’s why having strong, trusted resources can make such a difference. McGraw Hill’s Career Explorations program for middle and early high school is an excellent example of such a curriculum. The resources blend occupation and industry content with case studies and real-world, application-based questions and activities to grab students’ attention right from the start. And real-world, industry-specific soft-skills practice questions throughout each chapter expose students to types of challenges they’ll face regardless of what career path they pursue.

Skills they’ll practice:

Collaboration, critical thinking, problem-solving

Explore the program: McGraw Hill Career Explorations

2. Listen and recap

There are so many things competing for kids’ attention in today’s overstimulating world, so learning the simple art of listening can be a difficult task. This one-on-one communication activity will help students practice taking the time to clear their minds, focus, and really listen to what their partner is saying in a way that they can clearly and accurately repeat.

Divide students into pairs. Partner one draws a topic card from a prepared deck and talks about that topic, while partner two listens without speaking. The listener must really focus on simply receiving their partner’s words—not letting their mind wander or think about how they are going to respond. Then, without a rebuttal, partner two recaps what partner one said. Then, they switch roles.

Listening, respect, interpersonal skills, communication

Buy it: Letz Talk Conversation Cards at Amazon

3. Make a game of it

Responsibility isn’t something students develop overnight. It takes lots of practice to show self-control when things don’t go our way, to be accountable for our decisions, to finish what we start, and to keep trying even when we want to give up. Try these five super-fun games (below) that teach responsibility.

Responsibility, flexibility, patience

Learn more: 5 Great Games for Teaching Your Students About Responsibility

4. Serve others

2 images of teens participating in service learning projects as they learn job readiness skills

Service-learning projects not only get kids involved in their communities, they help them develop many valuable job-readiness skills that will be assets on the job one day. Team students up to organize a book or food drive, recruit bilingual students to provide translation services, or encourage budding artists to collaborate on a community art event.

Teamwork, respect, time management, responsibility

Learn more: 30 Meaningful Service Learning Projects for Kids and Teens

5. Cultivate critical thinking

Critical thinking is the ability to examine a subject and develop an informed opinion about it. It’s about asking questions, then looking closely at the answers to form conclusions that are backed by provable facts, not just “gut feelings” and opinion. And it’s definitely on the top of most employers’ wish lists for new employees. Click the link below for fun and engaging classroom activities that’ll get your students’ gears turning.

Critical thinking, problem-solving, flexibility, self-confidence

Learn more: 5 Critical Thinking Skills Every Kid Needs To Learn and How To Teach Them

6. Human Marble Run

Working together to meet a goal takes patience and focus. This IRL version of Marble Run will help your students learn job-readiness skills like working together, and they’ll have fun doing it!

Give each member of the team a length of gutter or drainpipe. The team has to transfer a tennis ball or golf ball from one place to another by rolling the ball from one piece of gutter to the next. Make it interesting by making the team get the ball to traverse an obstacle course or to go up and down stairs.

Patience, negotiation, teamwork, communication

7. No-hands cup-stacking challenge

kids around a table playing a cup stacking game with paper cups and string as they learn job readiness skills

This hands-on group challenge is an exercise in learning job-readiness skills like patience and perseverance, not to mention it’s a total blast!

Decide how many students you want in each group, and tie that number of strings to a single rubber band. Each person in the group holds on to one of the strings attached to the rubber band. As a group, they use this device to pick up the cups (by pulling the rubber band apart and then bringing it back together over the cups) and place them on top of one another in order to build a pyramid.

Critical thinking, problem-solving, teamwork, patience

Learn more: Cup Stack from Ms. Sepp’s Counselor Corner

8. Paper bag skits

You never know what life is going to hand to you. This is true at work, school, and in life in general. Sometimes you’re handed a set of circumstances and have very little time to figure out what to do. This fun activity will help teens practice thinking on their feet.

Fill a few paper bags with four or five assorted classroom or household items. Break the teens into groups, and assign each group a bag without showing them what’s inside. Give them two minutes to examine the items in their bag and come up with a skit, using all of the items, for the rest of the class.

Time management, teamwork, flexibility, presentation skills

9. Nurture self-knowledge

Journaling is a powerful tool for creative expression and reflection, but did you know that it can also be an effective way to improve mental health? Recording your thoughts and feelings can be a cathartic form of stress relief, an opportunity to get to know yourself better, and a way to help you feel more grounded and authentic in your beliefs. Try these free writing prompt cards with your middle and high schoolers to help them get started.

Stress management, self-confidence, motivation

Learn more: Deep Writing Journal Prompts for Teens from Journal Buddies

10. Foster self-motivation

Self-motivation is one of the key indicators of success in the future. Conversely, lack of motivation leads to big problems not only in school but on the job later on. But how do we teach something that comes from inside? Check out the activities below for some great tips like breaking big dreams into smaller pieces, envisioning a bright future, encouraging students to share their stories, and more.

Work ethic, critical thinking, self-confidence

Learn more: How To Instill Intrinsic Motivation from 7Mindsets

11. Hold a poetry slam

students learning job readiness skills practice their presentation skills delivering a slam poem

Slam poetry is a unique performance art that will not only give your students the opportunity to express their thoughts, but build their confidence as well. Slam poems are specifically written to be performed in front of an audience, and topics are often diverse, political, and thought-provoking. Finding your voice and being able to move people with your words are job-readiness skills that can apply to any future endeavor.

Self-confidence, presentation skills, teamwork

Learn more: What Is Slam Poetry and How Can Teachers Use It With Students?

12. Team survival challenge

What would happen if your class went out on a pleasure cruise only to end up being lost at sea? Who would take charge? What materials would be essential for survival? If you ever saw an episode of the TV series Lost , you know that making these decisions as a group can get ugly fast. This activity is a great lesson in group decision-making, as students will undoubtedly have different ideas about what materials to add to a limited list in a limited amount of time.

Critical thinking, negotiation, communication, teamwork

Learn more: Lost at Sea from Grahame Knox

13. Start a school garden

students learn the job readiness skill of responsibility as they work in a garden with their teacher

A school garden is an amazing, hands-on way to help teach students about responsibility. From planning what to grow and organizing the supplies needed to creating a maintenance schedule and actually getting down and dirty in the garden, it’s a project that requires hard work and perseverance.

Responsibility, teamwork, problem-solving, patience

Learn more: How One School Garden Transformed a Neighborhood

14. Time-management challenge

We all have days when our list of tasks is huge, and the amount of time we have to complete them just isn’t. When time is tight and your agenda is packed, you’ve got to prioritize tasks and work efficiently! This activity gives students the opportunity to practice just that by presenting them with a long list of tasks to complete in a limited time frame.

Make a list of tasks on chart paper, assigning a point value for each job. For example: Do 25 jumping jacks (5 points); make up a nickname for each member of the group (5 points); get every person in the class to sign a piece of paper (15 points); form a conga line and conga from one end of the room to the other (5 points; 10 bonus points if anyone joins you); etc. Make sure you list enough tasks to take up more than 10 minutes.

Divide your students into groups of five or six and give them 10 minutes to collect as many points as they can by deciding which tasks to perform. A debriefing session is essential with this game. Guide your students to think about how they made decisions, which group dynamics came into play, and how they determined the value of each task.

Negotiation, critical thinking, communication, time management

15. Vision boards

a proud teenage girls sits on a staircase displaying her vision board

Unleash your students’ creativity while simultaneously helping them set goals for the future with a vision board. We don’t frequently take the time to express who we are and what we hope for. Setting aside time to contemplate can motivate teens to think deeply about what they really want in life and also fuel their desire to do what’s necessary in order to reach their dreams.

Self-confidence, motivation, critical thinking

Learn more: Why Teachers Should Create Vision Boards With Their Students from Study All Knight

16. Collaborative contract

This exercise for middle schoolers helps them establish values-based ground rules for a team. Each student takes an index card and lists three values that they believe will promote a sense of community. Team members discuss the values, consolidating them into more precise categories. They write the finalized list on a poster board, with each student signing it. Whenever there is a dispute, the team should refer to the “contract,” which holds everyone accountable.

The purpose of this exercise is to create a safe space to explore ideas by focusing on common language and shared expectations. Additionally, this activity prepares middle-school students for the workplace by emphasizing similarities rather than differences.

Negotiation, communication, listening, respect

17. Zombie apocalypse

teens dressed up for zombie camp

In this two-day lesson, students are required to identify soft skills, literary guides, and everyday objects that will help them survive a zombie apocalypse. They’ll work both cooperatively and independently and produce short pieces of persuasive writing to argue in favor of their survival.

Teamwork, interpersonal skills (collaboration), problem-solving

Learn more: Zombie Invasion Plan  from Sarah Andrasik

18. Stoke their competitive fire

According to teacher Christine Weis , there’s nothing like a little healthy competition in the classroom. “It motivates students and drives them to put forth their best effort,” she says. “It sparks interest, passion, and ignites a fire within.” Not only can healthy competition build confidence, it can encourage students to learn something new and develop new skills. Try games, puzzles, sports, quiz competitions, team presentations, etc., to motivate your students to reach a higher level.

Motivation, work ethic, problem-solving, self-confidence

Learn more: 7 Motivational Activities for Students from The Homeschool Resource Room

19. The blindfold game

teacher tying a blindfold onto students while another student helps adjust the bandana

Teens leading one another around in blindfolds? Are we sure this is a good idea? The answer is yes when it’s part of a structured, purposeful job-readiness skills activity like this one!

You’ll need a large space for this activity (maybe the cafeteria after lunch or the gym during an off-period), enough blindfolds for half of the participants, and furniture and other items that you can use as obstacles (cardboard boxes, pillows, chairs, tables). Scatter furniture and objects around the room before the activity begins. Your course should be challenging but safe to navigate.

Pair students and have them line up at one end of the room. One person from each pair should put on the blindfold. The sighted person must guide their partner across the room and give them clear oral instructions (without touching them) to help them avoid the obstacles. When each team reaches the far side of the room, partners can switch roles and repeat the exercise. Have just a few pairs tackle the course at a time so that the others can observe. Take some time between rounds to process what went well, what didn’t, and what could make the challenge easier.

Communication, listening, respect (taking the task and their partner’s safety seriously), flexibility

20. Take a mini crash course

Our teens may almost look like adults, but we have to remember they still have a lot to learn. And sometimes the best way to teach them what they need to know is to just spell it out. This video is a no-nonsense tutorial about some of the job-readiness skills that employers find valuable. Hold a screening, then after the video, have students form breakout groups to talk about what portion of the video they found most helpful and what they need to work on.

Communication, listening, critical thinking

21. Human knot

teens learn the job readiness skill of teamwork as they play the human knot game

Nothing promotes job-readiness skills such as cooperation like getting all tangled up with your classmates — literally!

Players stand in a circle and reach out to shake hands with other players, with each hand holding that of a different person, creating a “human knot.” Then the players have to figure out how to untangle their bodies without letting go of each other’s hands. This activity lends itself to a vibrant debriefing session as students observe their communication and cooperation skills.

Teamwork, communication, problem-solving

Learn more: The Human Knot Game from Icebreaker Ideas

22. Mind your mental health

Managing stress in school (and on the job) is a timely subject. With mental health issues on the rise across the country, it’s critical to teach your students strategies that will help them stay grounded and build resilience. After all, it’s hard to do your best in any endeavor when you’re stressed to the max. Try the empowering activities below to teach students how to manage stress so they can succeed in college, on the job, and in the future.

Self-confidence, problem-solving, leadership

Learn more: 22 Empowering Mental Health Activities for Teens

23. Rope Circle Shimmy

two pairs of legs, wearing jeans and tennis shoes, with a rope around one person's ankle stretching over and under the other person's feet and beyond

Divide teens into two groups. Each group should have a minimum of five members. To begin play, make a big circle out of rope for each team and put it on the floor. Each member of the team stands at the edges of the circle, so the rope is taut around their ankles, while holding their hands in the air.

Team members must take turns moving to work the rope up from ankles to wrists, keeping hands in the air at all times. The team member will have to wiggle and move to slide the rope up. Other team members can help by keeping the rope as taut as possible. The team that finishes the challenge first wins!

Communication, flexibility, interpersonal skills (cooperation)

Learn more: Looped to Rope from Mom Junction

24. Four-card negotiation

Sometimes to get ahead in life, you have to know how to wheel and deal. This is entirely what this lesson is all about. The objective is for teams to trade and barter for pieces of cards to match up with the pieces they already have and ultimately end up with four complete playing cards.

Start with a pile of playing cards (four cards per team of four or five students). Cut each card diagonally into four pieces and mix all of the pieces together. Now divide the mixed-up pieces evenly among the teams. Give teams a couple of minutes to sort out their card pieces and figure out which pieces they have and which pieces are missing. Set a timer for 10 minutes. The goal of the game is for the students to use their negotiation skills with the other teams in order to gain as many complete cards as possible for their team. At the end of 10 minutes, the team with the most cards wins.

Negotiation, communication, interpersonal skills

25. Pair up with younger kids

a teen learns job readiness skills as she talks with her little buddy

Nothing helps teens build responsibility like pairing up with a younger buddy. Being the more mature, more experienced partner in the relationship gives teens the opportunity to share what they know and learn to be a leader. Have your students plan fun activities and special events with their buddies.

Responsibility, leadership, problem-solving, listening, patience

Learn more: 20 Activities for Big Buddy/Little Buddy Time from Create, Dream, Explore

26. Blind spelling practice

Weaving soft-skills activities into everyday curriculum is a win for everyone. Enhance your students’ interpersonal skills with this fun spelling activity. Tape letters to each student’s back. Then call out a definition of a word. Students will need to work together to assemble in the right order to spell the word correctly.

Communication, listening, negotiation, problem-solving

Learn more:  Manuel Antonio Noronha

27. Practice small talk

teens sitting in a circle making small talk

Teenagers aren’t exactly known for their chitchat skills. In fact, for many it is one of the most awkward situations they can imagine being put in. But small talk is considered a foundational job-readiness skill that is important for almost every job, as well as learning to network. Many teens feel awkward speaking with people they’re not used to speaking to and need practice, especially with adults. Try some free conversation starters that will help them practice the “three P’s” of small talk: being polite, positive, and professional.

Communication, listening, self-confidence, patience, respect

Learn more: Conversation Starters on the Job from Realityworks

28. Blind drawing

Try this hilarious activity with your teens. It’s kind of like “telephone” but instead of listening, each person must pay close attention to what is being drawn on their back. Each student in the line gets a blank sheet of paper taped to their back and a marker. The student at the end begins by slowly drawing an image on the person’s paper in front of them. When that person feels what’s being drawn, they try to re-create what they’re feeling on the person of front of them. When the image is complete, have the students take off their papers and compare the results. This activity is a colorful reminder that people often perceive things very differently, so communication is extremely important!

Communication, teamwork, patience

29. Mock interviews

teen learning job readiness skills hands his resume across the table to a person conducting a mock interview

The prospect of going on a job interview can be terrifying to a kid who’s never had a job before. Practicing job-readiness skills like interviewing can help them reduce the fear factor and build their confidence. Pair students up and assign one teen the role of interviewer and one the role of interviewee. Use a set of job interview questions to practice with.

Give each pair 15 minutes, then have them talk about how the interview went. The interviewer may have some valuable insight for the interviewee. Then have the partners switch roles and repeat. After they’ve had practice with their peers, invite a few adults into the room to conduct mock interviews.

Interview skills, critical thinking, self-confidence

Learn more: Job Interview Questions for Teens from Understood for All

30. Group storytelling

Create small groups of three to eight students. The first person makes up the first line of a story and says it out loud. The second person says, “Yes, and …,” continuing the story. Play continues around the group until everyone has contributed or until the story has come to a satisfactory ending. Since students don’t know what’s coming, they have to learn how to listen carefully and react and communicate well on the fly. As an alternative, to have students listen even more carefully, have them continue the story with the phrase, “because …”

Communication, listening, critical thinking, presentation

31. Team pen

Sometimes it takes the whole team to produce results. This fun game involves a marker with four to six strings tied to it and a blank piece of paper. The teacher calls out a word and the team has to work together to legibly print the word on the paper. Students will have to think carefully and cooperate with one another to maneuver the pen correctly to write the word.

Communication, teamwork, patience, critical thinking

Be sure to visit McGraw Hill’s Career Explorations page for more information about their career and technical education resources for middle and high school.

Also, check out these “would you rather” questions to get teens thinking about their future careers..

Looking for ideas to help your teen students learn the job-readiness skills they need to succeed in life after school? These will help!

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Appendix C: School readiness assessment tools

school readiness assignment

The following serves as a comprehensive, although not exhaustive, list of school readiness assessment tools created by commercial vendors or consortia of state agencies. The list does not include assessment tools self-developed by a single state or jurisdiction. 

For additional information on screening tools, please refer to The Compendium of Screening Measures for Young Children . The compendium, developed by the U.S. Department of Health and Human Services (HHS), is a collection of research-based screening tools for children under the age of five. Practitioners in early care and education, primary healthcare, child welfare, and mental health can use this reference to learn cost, administration time, quality level, training required, and age range covered for each screening tool. 

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school readiness assignment

Building the Skills for School Readiness

  • By: Laura Bonfante, BCBA Autism Home Support Services
  • October 1st, 2017
  • ABA , classroom , fall 2017 issue , school , social skills
  • 3849    0

Parents get excited about school starting in the fall and all the new adventures their children will have. They also know starting school can be a shock for first-time students. […]

Parents get excited about school starting in the fall and all the new adventures their children will have. They also know starting school can be a shock for first-time students . Getting up early and out the door, a day of sitting still, lining up and switching activities on a schedule isn’t easy for young kids.

Parents with children on the spectrum are just as excited for their kids to start preschool or kindergarten. Yet most recognize that the adjustment may be more difficult. School behaviors that are hard for many young children can be even more challenging for kids with autism – especially when all of those behaviors take place in a single day.

Autism Home Support Services- Early Learners Group

Classroom Readiness groups help children learn to focus on a task

A growing number of parents are preparing in advance with therapy designed specifically to help their children make an effective transition to school and build the foundation for future social and academic success. Known as “classroom-readiness groups” or “early learners groups,” these use Applied Behavior Analysis (ABA) to help young children learn the behaviors they’ll need to adjust to school and be ready to learn.

ABA has been proven to be the most effective method for teaching age-appropriate skills to children with ASD (Granpeesheh, Tarbox, & Dixon, 2009). The only autism treatment that has been endorsed by the U.S. Surgeon General (1998) and the American Association of Pediatrics, ABA uses positive reinforcement, teaching in small steps and repeated practice to help children develop behavior, language, social skills and other aptitudes (Fani-Panagiota, 2015).

2017 Autism Home Support Services

School Behaviors up Close

The tendency to assume children do things at certain ages – such as starting kindergarten at age 5 – can lead us to overlook the complex behaviors associated with taking those steps.

Going to school requires a host of skills (Pruett, 2017). A child must be able to separate from her parents, follow directions, sit still long enough to focus on a task, and start and stop activities, all while being in close proximity to peers and teachers.

Each of these involves a number of discrete behaviors. For example, something as simple as standing in line consists of component skills such as following directions, referencing/imitating peer behavior, being aware of personal space and body awareness.

Parents whose children are on the spectrum often hope the school will teach these skills. Preschool and kindergarten undoubtedly focus on classroom behaviors, but often not enough for children with ASD. Further, general classroom teachers usually don’t have time to provide the guidance and repeated practice that the one or two children in class who are on the spectrum need to absorb school behaviors.

While not specifically analyzing “school readiness” behaviors, Eldevik and colleagues (2011) found that children receiving ABA-based intervention in a preschool setting made significantly more gains in both intellectual and adaptive functioning skills when compared to children receiving the standard, eclectic approach in a similar setting. Classroom-readiness provides specialized guidance and 20 to 40 hours of therapy each week to teach kids with autism age-appropriate skills they’ll need to succeed in school.

Autism Home Support Services- Early Learners Group

Individual work in a Classroom Readiness/Early Learners’ group at the AHSS Autism Center in Arlington Heights, Illinois

Classroom Readiness up Close

Classroom-readiness groups work with children from ages 3 to 6, when kids typically transition out of state-sponsored early intervention and start preschool or kindergarten.

These structured small groups combine individual and group exercises. ABA therapists work one-on-one with each child, implementing a treatment plan that is customized for his or her unique abilities and supervised by a Board Certified Behavior Analyst.

Throughout the day, the children gather to practice in a classroom-like environment and generalize their skills to new situations. Four to six kids will work on typical school activities such as lining up, sitting for show and tell, eating snack and following directions. The group also helps improve social skills such as taking turns, playing together, working in teams and sharing.

Another valuable feature of classroom-readiness therapy is the opportunity to define a child’s most effective learning style. Does she learn behaviors most easily when she works one-on-one with an adult or in a small group setting? This information can be extremely helpful to parents, teachers and the team that is developing a child’s Individual Education Plan.

To be clear, classroom readiness groups emphasize behavior, not knowledge. They don’t directly teach academic subjects. The primary goal of classroom-readiness therapy is helping children become familiar with the behaviors they’ll need to go to school and be ready to learn (Bene, Banda and Brown, 2014).

The Team Approach

Many parents find that it’s helpful to continue classroom-readiness therapy after their child starts school. By staying in touch with the child’s teachers and Individual Educational Plan team, an ABA therapist can incorporate the IEP’s goals into classroom-readiness efforts. Ongoing individual and group therapy group can also sharpen the child’s evolving skills and behaviors as needed.

Starting school opens new worlds for children. Children with autism often need extra help to make the most of those opportunities. Classroom-readiness groups can be one answer, providing intensive, focused therapy to help children on the spectrum learn school behaviors and build a foundation for social and academic success.

Laura Bonfante ( [email protected] ) is a Board Certified Behavior Analyst for Autism Home Support Services and manages AHSS’ Autism Center in Arlington Heights, Illinois. AHSS is the Midwest’s largest provider of in-home ABA therapy and offers classroom readiness groups at a growing number of autism centers across the United States. For more information, see autismhomesupport.com or call (844) 247-7222.

Bene, K., Banda, D. R., & Brown, D. (2014). A meta-analysis of peer-mediated instructional arrangements and autism.  Review Journal of Autism and Developmental Disorders, 1 , 135–142.

Eldevik, S., Hastings, R. P., Jahr, E., & Hughes, J. C. (2012). Outcomes of behavioral intervention for children with autism in mainstream pre-school settings. Journal of Autism and Developmental Disorders, 42, 210-220.

Fani-Panagiota, R. (2015). Teaching strategies for children with autism. Journal of Physical Education and Sport , 1, 148-159.

Granpeesheh, D., Tarbox, J., & Dixon, D. R. (2009). Applied behavior analytic interventions for children with autism: A description and review of treatment research. Annals of Clinical Psychiatry, 21(3), 162-73.

Mental Health: A Report of the Surgeon General (1998) . Washington, DC: U.S. Department of Health & Human Services, Office of the Surgeon General

Pruett, K. D. (2017). Life skills to have before starting kindergarten: Emphasis on life skills v. work skills. Psychology Today. Retrieved from https://www.psychologytoday.com/blog/once-upon-child/201702/life-skills-have-starting-kindergarten

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  1. Kindergarten Readiness Skills Printable

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  1. School Readiness Activity # Morning Assembly Class @ SREHSTHAM ✍️

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  4. OUR SCHOOL STUDENT WRITING SKILL

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  6. Jehovah is faithful.... IN READINESS FOR THE ASSIGNMENT AHEAD. HALLELUJAH

COMMENTS

  1. PDF Assessing School Readiness

    The National Association for the Education of Young Children (NAEYC) asserts in a position statement on school readiness (1995) that any discussion of school readiness must consider at least three critical factors: (1) the diversity of children's early life experiences, (2) the wide variation in young children's development and learning, and (3)...

  2. School Readiness

    School readiness includes the readiness of the individual child, the school's readiness for children, and the ability of the family and community to support optimal early child development. It is the responsibility of schools to meet the needs of all children at all levels of readiness.

  3. Head Start Approach to School Readiness

    Head Start programs are expected to: Create and implement a plan of action for achieving the goals Examine data for patterns of progress for groups of children in order to individualize services as well as to develop and implement a plan for program improvement Core Strategies to Promote School Readiness

  4. PDF A Systems Focus to Improve School Readiness

    Improve School Readiness AUG 2021 School readiness definitions and supports need to be comprehensive, equitable and responsive to the diversity of young children and families, with a focus on mitigating rather than perpetuating existing gaps. School readiness should be a systems-level measure and evaluation of the ECE system, enabling continuous

  5. PDF Preparing a school-ready child

    Children are not innately "ready" or "not ready" for school. Their skills and development are strongly influenced by their families and through their interactions with other people and environments before coming to school.2. The ready child. • has been well-cared for physically, interacts socially with others, has a positive self ...

  6. School Readiness Reporting Guide

    School readiness reports can be created for different audiences depending on their interests. Schools and communities can and are using school readiness reports to make important decisions about professional development and resource allocation. However, most school readiness reports present only student-level data. To truly understand how they can

  7. The Ultimate School Readiness Checklist for Parents

    School readiness means a child has learned the necessary skills to be able to cope and thrive in the first grade of school - known as Grade One or First Grade in most countries. The first grade of school is the first formal year. All years leading up to this grade are considered informal schooling. Kindergarten Readiness

  8. Assessing Approaches to Learning in School Readiness

    School Readiness and Components of Approaches to Learning The approaches to learning construct, introduced by Kagan et al. (1995) as a component of school readiness, has been identified as an important domain related to children's positive early achievement outcomes in math, reading, and socioemotional development (Fantuzzo, Bulotsky-Shearer,

  9. The 5 Domains of School Readiness—And Why They Matter

    1. Language and Literacy Development Reading out loud to children has a major impact on emergent literacy skills. To help your child increase their language skills, read to your child throughout all aspects of family life—not just at bedtime.

  10. School and learning readiness

    The Education 2030 Framework for Action defines school readiness as 'the achievement of developmental milestones across a range of domains, including adequate health and nutritional status, and age-appropriate language, cognitive, social and emotional development' (UNESCO, 2016: 39). SDG Target 4.2 aims to ensure that all children have access to quality early childhood development, care ...

  11. PDF Position statement School Readiness

    Adopted July 1990 Revised July 1995 Revised July 1995 A position statement of the National Asssociation for the Education of Young Children Preamble National, state, and local efforts to reform education continue to raise concern regarding children's "readiness" to enter kindergarten and first grade.

  12. School Readiness

    'School readiness' is a term often used to describe how ready children are socially, physically, and intellectually, to start formal schooling. However, there are many terms and arguments about what being school ready really means for a child. We have researched these arguments and put together a short article in an attempt to link all of the arguments and provide easy-to-understand and ...

  13. PDF Learner Readiness Why and How Should They Be Ready?

    Learner Readiness in Various Aspects In general context, learner readiness is often used to define the ability of a learner to acquire knowledge and initiate in behavior change which lead to effective and successful learning outcomes. In terms of educational policies and implementation, learner readiness is closely

  14. (PDF) School Readiness

    School readiness includes the readiness of the individual child, the school's readiness for children, and the ability of the family and community to support optimal early child development....

  15. 30+ Awesome Career-Readiness Activities That Teach Soft Skills

    1. Use an engaging curriculum for career exploration and readiness McGraw Hill There are so many important things to teach our students before they're ready to leave high school that it's daunting to know where to begin. That's why having strong, trusted resources can make such a difference.

  16. Appendix C: School readiness assessment tools

    The following serves as a comprehensive, although not exhaustive, list of school readiness assessment tools created by commercial vendors or consortia of state agencies. The list does not include assessment tools self-developed by a single state or jurisdiction.

  17. PDF School Readiness Report

    Approaches to learning Social and emotional development Language and literacy Cognition Perceptual, motor, and physical development Implementing and measuring progress toward school readiness goals helps programs individualize for each child and ensure that children know and can do what is needed to be ready for kindergarten.

  18. Building the Skills for School Readiness

    AHSS is the Midwest's largest provider of in-home ABA therapy and offers classroom readiness groups at a growing number of autism centers across the United States. For more information, see autismhomesupport.com or call (844) 247-7222.

  19. PDF Engaging the Adult Learner Generational Mix

    readiness to other life forces, "I was struggling to stay on top of my homework while traveling for my job….anxiety that was generated from discussions in my office." Generation-X. Little was needed to convince or prepare the Generation-Xers to learn; with the slightest nudge, their responses indicated that they "were ready."

  20. Effects of Preschool Curriculum Programs on School Readiness: Report

    IES had set a funding priority on grant applications that addressed preschools serving children from low-income families, with the result that 88 percent of the preschools included were either Head Start centers or public pre-kindergarten programs, and half of the children's primary caregivers had a high school education or less.

  21. 4951.00

    Using the MMS Library Destiny Catalog; Using LiLI for Schools Databases; Using ScienceFlix; Accessing Gale Virtual Reference Library ; Formatting a Research Paper and Citation Help

  22. About

    110 Baker St. Moscow, ID 83843; 208.882.1226; Directions; A Classical & Christ-Centered Education

  23. Football

    Trouble viewing this calendar? Click here to open in a new window. To add the HS FB calendar to your calendar, click here. To add the JH FB calendar to your calendar, click here. Coaches Varsity/JV Coach: Nick Holloway, [email protected] Junior High Coach: Aaron Rench, [email protected] Schedules Varsity Football 2023 Junior Varsity Football 2023 Junior…