Asian Journal of Education and Social Studies

The transition from preschool to formal schooling represents a critical developmental milestone with long-term implications for children’s academic achievement, social competence, and emotional well-being. In Sri Lanka, although early childhood education has expanded rapidly, empirical evidence linking preschool school readiness with children’s actual transition experiences to Grade 1 remains limited. This study examined the association between preschool children’s school readiness and their smooth transition to formal schooling. A mixed-methods design was employed involving 360 preschool children assessed using the nationally validated Early Childhood Development Assessment (ECDA). Children’s transition experiences were subsequently examined during the first school term through Grade 1 teacher ratings using a structured four-point scale. Quantitative data were analyzed using descriptive statistics, paired-samples t-tests, and Pearson product–moment correlation coefficients, while qualitative teacher observations were used to contextualized the findings. Results indicated that 65.6% of children demonstrated good overall readiness, while 18.9% required improvement and 15.5% required special attention. Strong, positive, and statistically significant correlations were found between ECDA readiness scores and smooth transition outcomes across physical, social-emotional, cognitive, and language domains (r = .846–.963, p < .001). Children with higher readiness levels demonstrated greater independence, emotional regulation, classroom engagement, and adaptability to school routines. The findings confirm that school readiness is a multidimensional construct and a strong predictor of successful transition to primary education. The study underscores the importance of systematic early assessment, targeted interventions, and coordinated preschool–primary transition practices to promote equitable school entry in Sri Lanka.