Introduction
School readiness refers to children entering formal schooling from pre-primary education with the necessary social, emotional, cognitive, and language competencies and skills to engage in and benefit from early learning experiences, successfully progress to later stages of learning, and become capable and responsible citizens.
School readiness is a broad concept that embraces the readiness of the child, their families, communities, Early Child Care and Education (ECCE) services, and schools to provide nurturing and enabling environments for social, emotional, cognitive, and physical development.
We know that the school environment is different from the home environment. At school, children encounter a new setting, physical spaces, peers from different age groups, teachers, languages, rules and regulations, skills, timetables, and eating habits. These changes present challenges and risks for children, often creating adjustment difficulties. In this context, children need adult support and assistance to build a sense of competence.
Importance of Readiness
A child should come to school believing that they are capable of managing themselves and engaging with friends and activities. They begin to learn new things and gain recognition for their efforts. Otherwise, they may cry, complain, and seek constant attention for recognition. Therefore, children need to be prepared to work with peers, build a positive self-image, and become productive and creative learners.
Children develop their self-image and confidence at an early age. Therefore, adults (both parents and teachers) need to be very cautious in nurturing feelings of competence, particularly in how children feel, engage in learning activities, and avoid feeling inferior in front of others. Small and moderate challenges are important in developing competence; however, teachers can support children by making tasks manageable and appropriate while considering their emotions. These activities are crucial in the early stages of schooling and lay the foundation for later school experiences.
At every stage of development, children show initiative. If teachers or parents do not allow children to act on these initiatives, opportunities to channel them toward creativity are lost. This stage is critical for building confidence in children’s abilities. Instead of saying “no,” adults should demonstrate how tasks can be done. This approach encourages children to ask questions and show willingness to play and learn.
To become confident and competent individuals, children first need support that makes them feel understood, cared for, and helped (Kay, 2018). Initially, this support may make children dependent; however, by gradually reducing support and encouraging independence, teachers and parents can help children become self-reliant and confident.
A child comes to school with prior experiences and a willingness to share them with friends and teachers. They also need to feel productive and confident in the new environment. In this context, teacher support helps children feel comfortable and develop positive experiences of school. Teachers must create environments where children feel welcome and familiar. Gaps between home and school environments can make adjustment difficult, increasing anxiety, complaints, and reluctance to attend school, which can affect both present and future learning. Therefore, children must hear positive school stories and become familiar with it. Children need to understand why they are going to school and know the teachers with whom they will spend time. Parents also need to understand why they are sending their children to school. Teachers play a key role in setting the environment and facilitating exploration and learning.
What Happens to Children Who Are Not Ready for School?
When children enter school without adequate preparation, they may face problems that hinder their future learning and development. In developing school readiness, five developmental areas need to be considered: approaches to learning, health and physical well-being, language and communication development, social and emotional development, and cognitive and general knowledge (Bingham & Whitebread, 2012). Children learn and develop at their own pace and at different rates. However, before entering a formal or large school, children need to be prepared to follow instructions and understand environmental diversity; otherwise, they may become easily frustrated.
Children require basic skills to begin school. These include attention span, language and communication abilities, independent task-attempting skills, toilet training, making friends, and understanding and accepting consequences. If children are not prepared for school, they are more likely to face challenges that negatively impact their development and school experience. These challenges may include academic struggles, emotional stress, negative self-image, and risk of bullying (Demetriou, 2024).
It is important to note that every child develops differently and at varying rates, and not every child will have mastered all skills and behaviors upon entering primary school. In such cases, ECCE services, schools, and families share the responsibility of ensuring that each child is ready to continue their learning journey and get off to a strong start. Schools have a responsibility to foster and support smooth transitions so that each child can settle and continue learning successfully.
If a child is considered not ready for school, preschool teachers and administrators can discuss the child’s specific needs with the family and kindergarten teachers and work collaboratively to develop strategies for improvement. If there are concerns that a child’s skills are significantly behind those of peers, the team may refer the child for screening to determine whether a disability is present. Recognizing that school readiness involves more than just the child, the team can also identify strategies to support overall success. Preschool teachers and administrators, for example, can ensure that children receive high-quality, individualized, and developmentally appropriate instruction addressing all five developmental domains.
For children to be school-ready, caregivers, parents, teachers, and communities must collaborate to provide nurturing and enabling environments where children experience cognitive stimulation, emotional security, physical safety, and health, and transition safely between home and school (Hayes, 2025). School readiness facilitates successful enrolment, adjustment, progress, and achievement, particularly for children from marginalized or minority backgrounds. Therefore, effective communication and collaboration among all stakeholders are essential for successful school transitions.
Actors for School Readiness
The main actors in school readiness include children, families or caregivers, schools or teachers, and communities (Brock, 2014). Key components of school readiness include ready children, ready teachers, ready primary schools, ready ECCE services, ready families, and ready communities.
A child’s readiness for school is determined by skill sets such as:
a) independence in using the toilet, playing, reading books, and eating;
b) confidence to ask for help, work in teams, solve problems, trust friends, and make choices and decisions;
c) ability to listen to and understand instructions, recognize feelings, and name emotions (Hallman, 2024).
Therefore, to prepare children for formal schooling, families or caregivers, schools, and local authorities must work together to provide appropriate environments that promote growth, development, and learning, ensuring that all children enter school prepared, eager, and excited to learn.
It is the responsibility of schools to educate all children who walk through their doors, regardless of their level of readiness. Most countries use age, rather than skill level, as the criterion for determining when a child is eligible—and legally entitled—to attend public school (Mondal, 2024). Thus, a child’s readiness should not determine eligibility for formal schooling. However, practice does not always align with this principle. Some families, school administrators, and teachers may seek to delay school entry based on perceived readiness. Research, however, suggests that delaying school entry does not generally benefit children. This is important, as children start school at different ages, developmental stages, abilities, social backgrounds, and with diverse needs. Schools must therefore adapt, work with, and support children to ensure they are ready to learn.
Conclusion
In summary, school readiness is about “gaining skills and competencies” and ensuring “transition and continuity.” The process of school readiness begins in early childhood and continues into the early grades of primary school, as children interact with new environments, peers, and adults. School readiness is not solely about academic achievement, nor is it only about children adapting to schools. Rather, it is equally—if not more—about schools and families having the capacity and knowledge to adapt to the academic, cognitive, socio-emotional, and physical needs of children to help them learn and thrive.
References
Bingham, S., & Whitebread, D. (2012). School readiness. A critical review of perspectives and evidence.
Brock, A. (2014). Reflecting on school readiness. In The Early Years Reflective Practice Handbook (pp. 166-177). Routledge.
Demetriou, P. (2024). Supporting the Mental Health and Wellbeing of Learners in Post-16 Education. Taylor & Francis.
Hayes, D. (2025). Early Child Development. Children and Young People Now, 2025(1), 27-29.
Hallman, J. R. (2024). Screening Incoming Kindergarten Students for Social and Emotional Concerns: Early Identification for Early Intervention (Doctoral dissertation, Wilmington University (Delaware).
Kay, L. (2018). School readiness: A culture of compliance? (Doctoral dissertation, University of Sheffield).
Mondal, H. A. R. (2024). A study of cognitive domain school readiness among children with hard of hearing. Academic Discourse, 13(1), 1-15.
That is why investing foundational learning is essential in Pakistan.