Abstract
The position advocated within this article is that the construct of "school readiness" has a social component, and that attempts to evaluate children's interpersonal readiness for kindergarten should be judged in relation to their likely success at mastering specific social school entry tasks. Social school entry tasks, which most likely stem from diverse sociocultural sources, are conceptualized here as interpersonal challenges that children confront as they enter formal schooling - challenges that are inherent within kindergarten classrooms and predictive of children's future school adjustment. A related contention is that attempts to enhance children's readiness for kindergarten should be guided by research on the prerequisites of social task mastery - that is, evidence gathered during the preschool years that forecasts children's later success at social school entry tasks. Evidence bearing on these premises is reviewed as a means of considering the validity and heuristic utility of these propositions for future research on school readiness.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 115-150 |
| Number of pages | 36 |
| Journal | Early Education and Development |
| Volume | 17 |
| Issue number | 1 |
| DOIs | |
| State | Published - 2006 |
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ASJC Scopus subject areas
- Education
Cite this
School readiness : Are there social prerequisites? / Ladd, Gary; Herald, Sarah L.; Kochel, Karen P.
In: Early Education and Development, Vol. 17, No. 1, 2006, p. 115-150.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - School readiness
T2 - Are there social prerequisites?
AU - Ladd, Gary
AU - Herald, Sarah L.
AU - Kochel, Karen P.
PY - 2006
Y1 - 2006
N2 - The position advocated within this article is that the construct of "school readiness" has a social component, and that attempts to evaluate children's interpersonal readiness for kindergarten should be judged in relation to their likely success at mastering specific social school entry tasks. Social school entry tasks, which most likely stem from diverse sociocultural sources, are conceptualized here as interpersonal challenges that children confront as they enter formal schooling - challenges that are inherent within kindergarten classrooms and predictive of children's future school adjustment. A related contention is that attempts to enhance children's readiness for kindergarten should be guided by research on the prerequisites of social task mastery - that is, evidence gathered during the preschool years that forecasts children's later success at social school entry tasks. Evidence bearing on these premises is reviewed as a means of considering the validity and heuristic utility of these propositions for future research on school readiness.
AB - The position advocated within this article is that the construct of "school readiness" has a social component, and that attempts to evaluate children's interpersonal readiness for kindergarten should be judged in relation to their likely success at mastering specific social school entry tasks. Social school entry tasks, which most likely stem from diverse sociocultural sources, are conceptualized here as interpersonal challenges that children confront as they enter formal schooling - challenges that are inherent within kindergarten classrooms and predictive of children's future school adjustment. A related contention is that attempts to enhance children's readiness for kindergarten should be guided by research on the prerequisites of social task mastery - that is, evidence gathered during the preschool years that forecasts children's later success at social school entry tasks. Evidence bearing on these premises is reviewed as a means of considering the validity and heuristic utility of these propositions for future research on school readiness.
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UR - http://www.scopus.com/inward/citedby.url?scp=33750973378&partnerID=8YFLogxK
U2 - 10.1207/s15566935eed1701_6
DO - 10.1207/s15566935eed1701_6
M3 - Article
AN - SCOPUS:33750973378
VL - 17
SP - 115
EP - 150
JO - Early Education and Development
JF - Early Education and Development
SN - 1040-9289
IS - 1
ER -