Encouraging School Readiness

Sadly, many young children "face challenges in their lives (poverty, parental unemployment, low birth weight, depression in the family, abuse and neglect, etc.) that make their development vulnerable" (Zero to Three, n.d., infographic, para. 1). In such cases, care providers play a particularly important role in their school readiness and overall development.

Zero to Three's (n.d.) infographic tells us that additionally, "Emotions play a big role in a young child's capacity to learn. Emotions are stored at the core of the brain's architecture, surrounded by and integrated with higher level functions" (para. 4). When a young child experiences early trauma, or ongoing toxic stress levels, that child's emotional state and capacity to learn are severely compromised.

In an article about early adversity's impact on children, the Center on the Developing Child (n.d.) outlines basic concepts from the research on the biology of stress. According to that research, “Major adversity can weaken developing brain architecture and permanently set the body's stress response system on high alert. Science also shows that providing stable, responsive environments for children in the earliest years of life can prevent or reverse these conditions, with lifelong consequences for learning, behavior, and health” (p. 1).

The good news from the Center (n.d.) is that early intervention can prevent or reverse the impact of early adversity! This is where you come in. The Center (n.d.; 2014b) reports that interventions later in a child's life are typically less effective than high-quality early intervention, which can reverse the effects of early adversity and offer lifelong rewards. According to the Center (n.d.), “When the same children who experienced extreme neglect were placed in responsive foster care families before age two, their IQs increased more substantially and their brain activity and attachment relationships were more likely to become normal than if they were placed after the age of two. While there is no 'magic age' for intervention, it is clear that, in most cases, intervening as early as possible is significantly more effective than waiting” (p. 2).

Stable, caring relationships are also essential for healthy development and encouraging school readiness. We know that children develop in an environment of relationships that begin in the home and expand to include extended family members, early care providers, and other members of the community. Studies show that toddlers who have secure, trusting relationships with parents or caregivers experience minimal stress hormone activation when frightened. In contrast, those who have unstable, volatile, or insecure relationships experience a significant, ongoing activation of the stress response system (Center on the Developing Child, 2014e, para. 8).

This may surprise you, but play is also an important factor to consider when thinking about how to encourage school readiness in young children. In her 2012 article "From Research to Practice," Stefanie Powers emphasizes that it is through play that babies and toddlers first begin to comprehend their environment. Zero to Three (n.d.) included Powers's work in their infographic, noting that "play promotes a love for learning by stimulating and supporting children in their development of skills, concepts, language, communication, and concentration" (para. 5). These are all skills that contribute to school readiness!

Powers (2012a) summarized school readiness well in the following statement: “School readiness is best conceptualized as a process that occurs over time, in the context of caring relationships with informed and supportive adults who can nurture both the qualities and the developmental skills that help children become successful learners. We know that kindergarten is not the beginning of a child’s educational experience, nor is it the endpoint for school readiness. We know that infants and toddlers explore, process, and understand their world differently than older children. Furthermore, infants and toddlers are dependent on their relationships with adults in distinct ways that have an effect on their learning and development. In addition to unique cognitive and developmental processes, infants and toddlers are developing the foundational qualities of curiosity, mastery motivation, and other approaches to learning that are critical precursors to school success. Finally, social and cultural contexts add another layer of complexity to early development that further influences the goals and expectations for early development, learning, and school readiness. Thus, the infant and toddler period is a rich and fertile time to support families and ensure that young children are on the path that allows them to realize their full potential during their years in school and beyond” (iIntroduction).

So, what does the "school-ready" child look like? Zero To Three (n.d., infographic) describes the school-ready child as one who is "confident, curious, collaborative, cooperative, creative, communicative, empathetic, self-controlled, persistent, [and a] problem solver" (para. 6). I would say we have our work cut out for us!