School readiness goes beyond knowing letters and numbers, it encompasses the whole child, including social-emotional, cognitive, physical, and language development (Early Childhood School Readiness, 2021). At our preschool, we view readiness as a journey, not a fixed point. We use multiple methods to identify readiness, ensuring assessments are fair and respectful of individual differences such as language, culture, and family background.

We rely on authentic assessments, including teacher observations, developmental checklists, and portfolio collections of student work. For example, during block play, a teacher might document how a child solves problems, communicates with peers, or persists with a challenging task. These naturalistic observations provide richer insights than a single test score.

We also use screenings, such as the Ages & Stages Questionnaires (ASQ) to identify developmental strengths and areas of concern. For children from bilingual households, we ensure that assessments are conducted in the child’s home language whenever possible, drawing on families’ input to better understand the child’s skills (IRIS, 2025).

Readiness must also account for cultural diversity. A child from a racially diverse background may approach learning differently based on family values or previous experiences (Armstrong, 2020). For example, a child who has not attended a structured preschool may be unfamiliar with group routines but may have strong oral storytelling skills from home experiences.

By combining screenings, observations, and family input, our preschool ensures readiness is understood in a holistic, individualized, and culturally responsive way.