Reviews research on "critical periods" as an argument justifying initiatives to expand early childhood programs, and asserts that a critical periods argument is neither warranted nor necessary, since other justifiable arguments for early childhood initiatives exist. Points out the importance in a match between a child's experiences,…

Although the concept of learning readiness has been recognized for over a century, the term readiness did not appear until the 1920s. Readiness efforts must be considered in terms of their effect on the quality of life for young children, and continued evaluation of activities must take place in these terms. (JN)

Examines research on the importance of understanding children's biological timetables for mind and brain development, and forces that can threaten this neurodevelopmental timetable during critical periods. Discusses the brain's adaptability, and focuses on the importance of knowledge derived from the study of special populations for understanding…

Reviews literature on different aspects of reading readiness, then presents a reading readiness material analysis inventory constructed according to the findings of the review. Explains how the instrument can be used by educators to compare readiness program materials. (FL)

The construct of school readiness that focuses on children's maturation and homogeneity of their attainment at school entry has been challenged by recent research. This research indicates that there are difficulties in assessing young children's abilities, and there are limitations to the concomitant practice of retention. These challenges have…

While many contemporary developmental theorists have avoided taking a stand on the controversial relationship between learning and development, this paper is based on the belief that the notion of "bandwidth of competence," or L. S. Vygotsky's "zone of proximal development," provides a useful framework for considering this…

Perceptual-motor activities are being recognized as possible contributors to the general readiness of children for learning through the development of perceptual-motor abilities. The contribution of perceptual-motor activities to specific perceptual readiness skills is being reexamined. Readiness programs are generally designed to help children to…

While some educators have attributed early school failure to improper grade placement and thus advocate grade placement according to developmental age, others believe that early school failure is due to the lack of academic preparation for young children by their parents or by preschools. This paper examines related literature for empirical…

This paper examines the educational philosophy underlying Waldorf Education, focusing on Rudolf Steiner's concept of "vital" or etheric energy and comparing Piaget's and Steiner's stages of cognition. The paper begins with a discussion of school readiness and the trend toward lowering the school entry age, and maintains that this trend…

Many communities across the country have set for themselves the goal of enhancing school readiness. But what does school readiness mean, and how do communities know whether they have achieved it? This research brief is intended to help communities invest wisely in school readiness initiatives. It begins by summarizing recommendations from the…

Research pertaining to implementation of the U.S. first national education goal calling for parents to prepare their children for school success is reviewed and synthesized. The report is organized to inform the design of a public awareness initiative aimed primarily at parents. It reviews research in an effort to guide decisions about the content…

This monograph presents information to help educators consider how to determine the best age for each child to begin his or her formal schooling. Trends in state requirements for school entrance age are described, and research in areas such as mental age, reading readiness, child development, screening instruments, and experimental preschool…