Understanding School Readiness in the Early Years: A Review of Factors, Importance, and Implications

Abstract

This study conducted a detailed investigation to define school readiness, highlight its importance in early childhood education, and identify key factors that influence it. The aim was to clarify these aspects through an extensive literature review, using sources like Shodhganga, Google Scholar, JSTOR, Taylor & Francis, and ResearchGate. The review found that readiness is shaped by interconnected factors: child-related (age, socio-emotional skills, early learning experiences, play), school-related (physical learning environment, attendance, teacher-child relationships), and broader environmental influences. High levels of readiness are linked to better academic performance, easier school adjustment, and ongoing engagement, while low readiness increases the risk of learning difficulties, grade repetition, and dropping out. The study concludes that readiness encompasses more than just pre-academic skills; it involves holistic preparation. Promoting it involves play-based learning, supportive teacher relationships, safe and stimulating environments, and active family involvement to help achieve equitable education.