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. Today more young children are at-risk due to hurried, harried, and inconsistent lifestyles
The framework and methodology for this study were guided by several assumptions of experts in the field of infant and toddler development. The risk factors for kindergarten difficulties are identified and the hazards to and help available for children's school readiness are assessed as viewed by parents and child development professionals in two socio-economically disadvantaged communities.
Recommendations are made for building strong communities to help "pave the road" to preschool and kindergarten readiness; meeting the needs of children and families will require a broad-based response from caring professionals, parents, providers, policy makers, and the public.
The author thanks Pam Walker, Katherine Bair, Donna Holloway, Cindy Hunt, Martha Lankford, Gilda Ferguson-Smith, Pamela Jenkins, Lisa Johnson, Jewel Snead, other child development professionals, and the families of Fremont County and Lawndale for making this study possible.
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