ERIC Number: EJ949529
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 49
Rethinking School Readiness
Farran, Dale C.
Exceptionality Education International, v21 n2 p5-15 2011
In the United States, for typically developing children, age has historically been the most common factor determining when a child starts formal schooling. Recently, there has been increased emphasis on other indicators of being ready for school. Beginning with Head Start in 1965 and mushrooming into state-funded prekindergarten programs in most U.S. states, preschool has been viewed as an intervention to facilitate school readiness for children from low-income families. In 1986 in the United States, an amendment to Public Law 94-142 extended preschool intervention services to children with disabilities. Confusion still abounds, however, about what the concept of school readiness means and how it would translate into classroom practices and school policies that would help children be more school ready. This paper will focus on alternative definitions of school readiness, the measurement of readiness skills, and implications for new practices and policies.
Descriptors: School Readiness, Reading Readiness, Intervention, Low Income, Disadvantaged Youth, Disabilities, Low Income Groups, Child Development, Educational Policy, Preschool Education
Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: email@example.com; Web site: http://ejournals.library.ualberta.ca/index.php/eei
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education
Authoring Institution: N/A
Identifiers - Location: United States