Challenging the Construct of Readiness: “Habits of Mind” and the Navigation of Diverse Kindergarten Environments

• In Event: Kindergarten Readiness

Abstract

The purpose of this study was to examine alternative notions of “readiness” and “preparation” in the transition from preschool to kindergarten. We approached the construct of readiness as children’s personal and interpersonal strengths, rather than skills preparation. Children’s preschool assessments were examined alongside parent interviews at the end of the Kindergarten year for overarching emergent themes regarding the children’s experiences across school environments. Parents provided a unique, under-represented lens on the Kindergarten transition experience. Our findings speak to the danger of defining readiness within progressively more restrictive boundaries, which contribute to a limited perspective on this construct, and deprive children and teachers access to the potential riches that young children bring to early formal schooling.

Authors

• Dana Frantz Bentley, Buckingham, Browne, and Nichols School

• Susan L. Recchia, Teachers College, Columbia University