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Districts' Conceptualizations of Kindergarten Readiness

Mon, April 8, 4:10 to 5:40pm, Metro Toronto Convention Centre, Floor: 800 Level, Hall F

Abstract

As investment in public preK grows, how to ensure prekindergartners are ready for kindergarten is a vital concern for school districts. And yet, there is no clear consensus on what readiness is. This paper examines how different educators from two different districts conceptualized readiness. The findings show how teachers, school leaders, and district leaders held varied understandings of readiness, shaped by the structure of their districts and the local policy initiatives. The findings show that the burden of readiness is on children, raising the question, what might readiness mean if the conversations were more about ready-schools than ready-children?

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