Stakeholders at the local, state and federal levels agree that a child’s future academic success is dependent on being ready to learn and participate in a successful kindergarten experience.
Yet, defining “readiness” can be a difficult endeavor.
Due to their different prekindergarten education experiences and irregular and episodic development, children enter kindergarten with widely varying skills, knowledge, and levels of preparedness. Parents and teachers also have differing expectations for what children should know and be able to do before starting kindergarten.
Furthermore, discussions of readiness do not always include how schools and communities can enhance and support children’s kindergarten readiness, no matter what their socioeconomic status, home language background, or skill level.
This policy fact sheet addresses what we know about readiness and how it may be improved.
