School readiness practices and children at-risk: Examining the issues

Abstract

This article examines school readiness practices for children at‐risk. Conceptual problems with the ways that “readiness” and “at risk” are defined are examined. The research on school readiness practices, including screening and testing, delayed school entrance, and extra year programs, for children at risk is reviewed; methodological problems with this research are also noted. Particular emphasis is placed on research studies that have examined future school retention rates, later use of special education services, and drop‐out rates for students who have used school readiness practices to reduce school failure. Suggestions for best practices are offered, considering the issues of “readiness” and “at risk” from a constructivist perspective that recognizes the ongoing interactions between students and the intervention programs they receive. © 1997 John Wiley & Sons, Inc.

Multiple Dimensions of Biological Development: Implications for Kindergarten Readiness Among Young Children in Poverty

“…These contexts include home, school, as well as broader community settings (Hair et al, 2006). A view of school readiness has emerged that is more comprehensive and reflects the interaction that takes place among those inherent characteristics that the child brings to the situation along with past and present cultural and environmental contexts (Carlton &Winsler, 1999;May & Kundert, 1997). The structure for the multi-dimensional definition school readiness has been articulated by the National Educational Goals Panel (NEGP: Kagan, Moore, & Bredekamp, 1995).…”

Skills, capabilities and inequalities at school entry in a disadvantaged community

“…There have been mixed results on the effect of child's age when starting school and school readiness skills. Some studies find that delaying school entry for one year can have detrimental effects on school readiness (Gullo & Burton, 1992;May & Kundert, 1997). However, more recent studies conducted across many countries find that children who start school later tend to score higher on school tests at many different ages (Bedard & Dhuey, 2006;Fredrikson & Öckert, 2006;Puhani & Weber, 2007;Strom, 2004;Crawford et al, 2007;McEwan & Shapiro, 2008;Elder & Lubotsky, 2007).…”

“…Children who start school later tend to score higher on standardised achievement tests throughout the school years (Bedard & Dhuey, 2006;Crawford, Dearden, & Meghir, 2007;Elder & Lubotsky, 2007;Fredrikson & Öckert, 2006;McEwan & Shapiro, 2008;Puhani & Weber, 2007;Strom, 2004). Gender differences in school readiness, particularly in regards non-cognitive skills, also exist with boys tending to be more aggressive (Hood, 1996;Zimmer-Gembeck, Geiger, & Crick, 2005;May & Kundert, 1997) and displaying fewer prosocial and helping behaviours (Romano, Tremblay, Boulerice, & Swisher, 2005;Zimmer-Gembeck et al, 2005) than girls. Furthermore, the absence of siblings has been found to have a positive effect in a child's cognitive development (Falbo & Polit, 1986;Modry-Mandell, Gamble, & Taylor, 2007).…”

The Relationship Between Prekindergarten Social and Emotional Development and Academic Success among Hispanic Children from Low-Income Families

“…Some believe it is the relationship between social development and environmental factors in the schools (May & Kundert, 1997). Others feel that school readiness means children need to be ready for school and ready to learn (Carlton & Winsler, 1999).…”

“…A third more recent view, social constructivism, has evolved which considers not only a child's readiness to learn -both in maturation and experience -but the school's readiness for the child. (May & Kundert, 1997). Another view of school readiness, suggests there is a disconnect between the home environment and the schools which causes early school difficulties, not problems with children (Delpit, 1995).…”