A consideration of readiness for kindergarten must take into account the kindergarten program and the teacher's expectations of the child. This digest first examines kindergarten teachers' expectations for children's social, behavioral, sensory-motor, cognitive, and language abilities upon entrance to kindergarten. The issue of kindergarten entrance age is then addressed, and different types of kindergarten programs are discussed. The inappropriateness of academically oriented programs for young children which stress structured, whole group, and paper-and-pencil activities is pointed out. It is emphasized that a child might be ready for one type of instructional program, but not another. (PCB)