Dynamic Realities of School Readiness: Challenging the Dichotomous Rhetoric before the Transition to Primary Education

• In Event: AERA Roundtable Session Thursday 4:15 pm - Gold 4
  In Roundtable Session: Equity, Inclusion and Systemic Challenges in Early Childhood Education

Abstract

This study investigated school readiness as a criterion for the transition from Kindergarten to Primary School within the framework of the Greek educational policy, presented as a case study of a broader international educational challenging issue. Adopting a social and critical theoretical perspective, this study views readiness as a dynamic, multidimensional, and socially constructed concept. Qualitative research was conducted through semi-structured interviews with members of interdisciplinary evaluation teams, as well as through analysis of institutional “assessment reports”. Findings show that while the final recommendations enforce a binary distinction, in practice a continuum of readiness emerges, revealing complex and diverse student profiles. The study highlights the need to reconsider assessment practices, emphasizing student diversity, contextual factors, and the promotion of educational equity.

Authors

• OURANIA ANASTASIOU

• Loizos Symeou, European University Cyprus