Supporting Children Facing School Readiness Challenges: A Global Review
K. R. M. S. Ranasinghe *
Department and Early Childhood Development and Primary Education, National Institute of Education, Maharagama, Sri Lanka.
T. Mukunthan
Department and Early Childhood and Primary Education, The Open University of Sri Lanka, Nawala, Nugegoda, Sri Lanka.
*Author to whom correspondence should be addressed.
Abstract
School readiness is widely recognised as a key predictor of children's academic achievement, social-emotional adjustment, and long-term educational success. However, many children, particularly those from socioeconomically disadvantaged backgrounds, children with developmental delays or disabilities, and those with limited access to quality early childhood education, encounter significant challenges when transitioning to formal schooling. Evidence from international research indicates that timely, comprehensive, and evidence-based interventions can substantially improve children's readiness for school by strengthening cognitive, language, social-emotional, and self-regulation skills while promoting supportive family and community environments. This review synthesises contemporary global literature on interventions designed to support children facing school readiness challenges and examines the effectiveness of major programmes implemented across diverse contexts. The review highlights successful initiatives such as Head Start and Head Start REDI (United States), Integrated Child Development Services (India), Getting Ready for School, Kids in Transition to School, and several community-based and inclusive early childhood programmes. Across these interventions, common features associated with positive outcomes include early identification of developmental needs, integrated education, health and nutrition services, strong parental engagement, high-quality teacher professional development, inclusive practices, and effective collaboration between preschool and primary education. Drawing on these international experiences, the review discusses their relevance to the Sri Lankan context and proposes directions for strengthening school readiness through a comprehensive, inclusive, and evidence-informed system that supports all children, particularly those most at risk, in making a successful transition to Grade 1.
Keywords: School readiness, early childhood education, early intervention, transition to school, inclusive education, parental engagement