Increasing numbers of children begin formal schooling without the requisite skills or abilities to succeed, most often due to deficiencies in language and emotional maturity. This study sought to identify potential precursors to later kindergarten difficulties that would suggest specific areas needing further study and support. Study participants came from two socioeconomically disadvantaged communities, and included parents as well as early childhood specialists such as pediatricians and nurses, mental health professionals, social workers, family service providers, day care workers, and early childhood educators. Data were collected through interviews and surveys. Results indicated that even parents with relatively few social, educational, and economic resources are sensitive to maturational changes in their children, and that they are very concerned about their child's readiness for school. The most striking finding is the similarity in the concerns of parents and providers. Among the early warning signs of preschool difficulty identified by both parents and professionals in both samples were poor self-concept, negative parent-child relationship; and unsafe or impoverished neighborhoods. Preferred sources of advice and support included one's own parents or other parents, and health and social service professionals. However, one of the most disheartening findings was the number of parents who described concerns and problems, but could not identify a source of advice or support. The information collected from the parents in both samples suggested three ways communities can help parents improve preschool and kindergarten readiness: (1) broaden public education efforts regarding young children's development; (2) tighten links between services, and between service providers; and (3) increase the number of community-based programs for families with infants and toddlers. The survey instruments are appended. Contains 23 references. (HTH)