If it is true that "new discoveries in neuroscience suggest that school readiness interventions might come too late if they start after the child is three years old", then the infant/toddler field must claim the concept of school readiness. The brain's foundation for all later learning is created in the first three years of life. As many…

More than 20 percent of children (ages 2-17) in the United States have witnessed and/or been victims of multiple forms of violence. Children from birth through age 5 are more likely to experience maltreatment and neglect than other age groups. Violence and trauma (including neglect), whether in the home or the community, have lasting effects on…

As a structural element of education reform, early learning standards shape the content of instructional curriculum, set the goals of professional development, and establish the focus of outcomes assessment. Many early childhood teachers are concerned that the standards movement and its narrowing of educational goals are pushing aside classroom…

Planning effectively for children with diverse backgrounds, learning styles, and school-readiness levels can be daunting. To better understand and respond to such challenges, early elementary educators need to become familiar with what it means to be a ready school, so they can assess and implement strategies to ensure success for all students. In…

Addresses the origins of the American school readiness myth, arguing that Americans are far too preoccupied with readiness. Concludes that early childhood professionals need to address and demystify this myth by defining early childhood education in the content-oriented context of what young children should know and be able to do. (SD)

Community partnerships serving young children and families take many forms. This article presents six community partnerships that are engaged in innovative and creative approaches to learning. These programs have varied goals, but they share a common focus on linking community resources to enhance learning opportunities for the children and…

Describes North Carolina's efforts to develop a school readiness definition and assessment plan, focusing on differentiating readiness from eligibility and giving equal weight to schools' capacity to educate all children. Presents selected findings from the statewide assessment. Describes dilemmas faced by the state and their resolutions.…

Definitions, theory, and educational practice relevant to school readiness are discussed. Strategies to promote school readiness in the future should (1) redefine readiness and set performance standards; (2) redefine the assessment of readiness; and (3) reallocate the responsibility helping children get ready for school. (LB)

Argues that "redshirting" in kindergarten (or maintaining children in grade) can be a positive intervention if (1) the concept is used to enhance ability rather than underline failure and (2) the time periods children spend in the primary grades are made more flexible (to accommodate children's different rates of mastering skills). (KS)

Describes the Governors' Campaign for Children and its three major objectives: (1) to increase public awareness of the needs of young children; (2) to simplify and improve federal and state programs to focus on the needs of children and their families; and (3) to help communities across the nation better respond to the needs of young children.…

The average public school serving children who are economically disadvantaged cannot afford to provide the above-average education that many of these children need to achieve at the same levels as their more advantaged peers. It becomes necessary for schools to ask, "Who else has the resources to help children succeed?" Because of these…

Commenting on the Gesell Institute's response to his original article concerning the Gesell assessments, Dr. Meisels continues to maintain that the Gesell readiness tests lack sufficient proof of validity. (BB)

The National Association of Elementary School Principals has developed standards designed to help schools and school districts meet their obligations to parents of young children. Four of the group's recommendations are offered. (DG)

Describes how Rosemary Wells's new books about "Edward Unready" explain children and readiness; explores the problems with her message, and suggests new endings that are more supportive of all children. Asserts that variability in development should not be mistaken for deficit, and recommends changing the focus from judging children to…

Responding to Dr. Meisels' article concerning the uses and abuses of the Gesell readiness tests, the Gesell Institute of Child development maintains that the Gesell series of assessments are used by schools to gain a fuller developmental understanding of the child and have been predictive of school success. (BB)