Assessment of school readiness of children and factors associated with risk of inadequate school readiness in Ujjain, India: an observational study

Abstract

ObjectiveSchool readiness is a condition or state indicating that the child is ready to learn in a formal educational set-up. The objective of this study was to estimate the prevalence of and factors associated with school readiness in urban schoolchildren in Ujjain, India.MethodsThis cross-sectional study was conducted from February 2016 to March 2017. Two English-medium schools were conveniently selected. All children aged 5–7 years were eligible to participate. A subscale of Differential Ability Scales-Second Edition, namely ‘school readiness scale’, was used to assess school readiness in three major domains—early number concept, matching letter-like forms and phonological processing. Data on factors associated with school readiness were collected through parent interview. Quantile regression analysis was used to explore school readiness scores.ResultsThis study included 203 school-going children (105 boys and 98 girls) having a mean (SD) age of 67.7 (±0.51) months. The phonological processing and matching letter-like forms had 31.5% and 30.5% children, respectively, in lower quantiles (≤25th). The higher quantile (≥75th) scores were achieved for phonological processing and early number concept (47.7% and 44.8% children, respectively). The results of quantile regression showed negative association of school readiness scores with age of children, lower socioeconomic status and hospitalisation status, especially in the lower quantiles (≤25th). The 10th, 50th and 75th quantile scores were positively correlated with the increasing education status of the mother. Birth weight was positively associated with the median and higher quantile scores (≥75th).ConclusionsSchool readiness in a middle-class urban setting in India was negatively associated with lower age of the child, lower socioeconomic status, hospitalisation and positively correlated with increasing birth weight and maternal education. Lower quantile scores were achieved in matching letter-like forms, which measures complex visual–spatial processing, and phonological ability, which correlates with acquired verbal concepts. Focused interventions are needed to improve these skills.

Teachers' Challenges in Preparing Grade R Learners for School-readiness and Strategies Used to Activate Learner-readiness

“…In China, Shrivastava et al (2019) believe that school-readiness sets the trajectory for learners' successful future through a positive self-concept which encourages learners towards attaining their holistic development potential. Similarly in India, it is believed that school-readiness can prepare learners for future success through creative teaching-learning situations to assist learners in exploiting their innate potential (Shrivastava et al, 2019).…”

“…In China, Shrivastava et al (2019) believe that school-readiness sets the trajectory for learners' successful future through a positive self-concept which encourages learners towards attaining their holistic development potential. Similarly in India, it is believed that school-readiness can prepare learners for future success through creative teaching-learning situations to assist learners in exploiting their innate potential (Shrivastava et al, 2019). In this regard, Wolf and McCoy (2019) advocate the need to close the research gap on school-readiness in India by focusing on the primary aim of school-readiness by recognising characteristics linked to school-readiness in learners which led to the early detection and remediation of learning deficiencies.…”