Conceptualization of readiness and the content of early learning standards: The intersection of policy and research?

Early Childhood Development

“…By contrast, readiness for school is a more finite construct, embracing specific cognitive and linguistic skills. Irrespective of academic domain, school readiness typically sanctions standards of physical, intellectual and social development considered sufficient to enable children to fulfil school requirements (Scott-Little et al, 2006). Early specifications of developmentally appropriate practice in early childhood programmes were also strongly informed by stage-based theories (e.g., Bredekamp, 1987).…”

Korai numerikus készségek online mérése

“…Az iskolakészültség meglehetősen összetett fogalmának leírására vonatkozóan a nemzetközi szakirodalomban számos tartalmi keretrendszerrel találkozhatunk, a különböző megközelítések más-más összetevőt helyeznek előtérbe (Scott-Little, Kagan, & Frelow, 2006), a szakirodalom jelentős részében általánosan elfogadott, hogy az iskolakészültség fogalmába egyaránt beletartozik a gyermek fizikai állapota, szociális és kognitív fejlettsége, és sokszor még ennél is több összetevőt határoznak meg, amelyek egymással összefüggve befolyásolják a későbbi iskolai teljesítményt (Hair et al, 2006).…”

Examination of factors related to kindergarten readiness

“…From this point of view, younger children who may not be seen as "ready" for school right away may be more ready if they wait to enter kindergarten until they demonstrate that they have met certain developmental milestones. In contrast, a child's age alone has often been used to determine his or her "readiness for school", under the assumption that age indicates the presence of the characteristics required for success and that schools need to be ready for the children (as cited in Scott-Little, et al, 2006, Kim, et al, 2005.…”

“…The concept of school readiness has been debated for many years (Scott-Little, Kagan, & Frelow, 2006). The definition of readiness may depend upon who is talking, as teachers, parents, and other professionals in the early childhood field often have very different views on the subject.…”

“…Variation exists even among these sub-groups as well, as factors such as years of teaching experience, levels of education, age, income, and ethnicity have been shown to impact how readiness is viewed and defined (Lin, Lawrence, & Gorrell, 2003, Kim, Murdock, & Choi, 2005. Previously, two separate definitions of readiness have often been utilized (Scott-Little, et al, 2006). "Readiness for learning" has sometimes been thought of as the extent to which a given child possesses the characteristics (i.e., skills, knowledge, and/or dispositions) required for success in school.…”