State‐Level Perspectives on Kindergarten Readiness

Abstract

Kindergarten readiness has received significant attention in recent years in response to concerns regarding preparing young children for school and beyond and mitigating persistent achievement gaps. Currently, there is little consensus around what factors drive and define kindergarten readiness. In this study, we sought to expand understanding of perspectives on how kindergarten readiness is defined, the role of early learning standards for defining kindergarten readiness, views about the implications of defining kindergarten readiness, and the utility of state definitions for guiding kindergarten readiness practices. Data sources included surveys, focus groups and interviews with individuals representing state early childhood education agencies, and existing state kindergarten readiness definitions. Collective study findings indicated that there is evidence of persisting variation in perspectives on how to define kindergarten readiness, reflecting continuing tension about the construct's meaning. Although state policy makers tend to view kindergarten readiness through a developmental lens rather than as a ready‐or‐not statement, they also emphasize the role of child attributes such as age or skills and knowledge outlined in early learning standards. Additionally, participants reported both positive views and apprehension around adopting a common definition to guide efforts to promote readiness. This investigation underscores the need for further consideration of adopting a universal, multifaceted kindergarten readiness definition that calls attention to the role of child and environmental inputs as a starting point for preparing all young children for school.

Pre-K and Kindergarten Teacher Perception of School Readiness During the COVID-19 Pandemic

“…School readiness has been a hot topic of discussion for the last 40 years. Research shows that successful academic performance in later grades (i.e., middle school) was predicted by student school readiness levels in kindergarten (Jensen et al, 2021;Slutzky & DeBruin-Parecki, 2019). Smith and Sheperd (1988) posited that a common belief held by many kindergarten teachers is that readiness comes with age.…”

Promoting Kindergarten Readiness During Remote Learning Through Community-Based Family Literacy Sessions

“…Despite the widespread use of the term, there is no universally accepted definition of kindergarten readiness (Slutzky & DeBruin-Parecki, 2019;Snow, 2006). Previous literature has identified two primary perspectives regarding the conceptualization of kindergarten readiness (Carlton & Winsler, 1999): a child-focused perspective that asserts the importance of children demonstrating a predetermined set of knowledge and skills prior to formal schooling (Meisels, 1999) and an ecological perspective that acknowledges the contexts in which children develop (e.g., family, school, community) that shape their learning (Rimm-Kaufman & Pianta, 2000).…”

“…Previous literature has identified two primary perspectives regarding the conceptualization of kindergarten readiness (Carlton & Winsler, 1999): a child-focused perspective that asserts the importance of children demonstrating a predetermined set of knowledge and skills prior to formal schooling (Meisels, 1999) and an ecological perspective that acknowledges the contexts in which children develop (e.g., family, school, community) that shape their learning (Rimm-Kaufman & Pianta, 2000). School readiness is often operationalized as children's domainspecific knowledge, skills, and behaviors for state accountability (Slutzky & DeBruin-Parecki, 2019); although there is a research base that acknowledges environmental inputs as important considerations (e.g., Brooks-Gunn & Markman, 2005). As such, state-funded early childhood programs are typically evaluated based on whether children in their program meet the standards of kindergarten readiness assessments in learning domains, such as socioemotional development, mathematics and numeracy, and language and literacy, including programs that serve families with young children over the course of several years.…”

Paying for Preschool: Who Blends Funding in Early Childhood Education?

“…On the other hand, Head Start programs also serve low-income families, but with the explicit aim of promoting school readiness and child development (Office of Head Start, 2019). However, many state and local pre-k programs emphasize school readiness regardless of the child’s socioeconomic status (Slutzky & DeBruin-Parecki, 2019). In contrast to standards and requirements linked to programs, the Individuals with Disabilities Education Act guarantees access to services for children with disabilities from birth to 21 years old: Part B includes special education preschool grants and Part C funds early intervention services for children birth to 2 years old (National Academies of Sciences, Engineering, and Medicine, 2018).…”