ABSTRACT
Perhaps one of the most succinct and influential papers concerning school readiness is that written by Whitebread and Bingham in 2011. In particular, the following quote provides a framework for this chapter:
The arguments surfacing about whether, how and why a child should be ‘made ready’ are symptomatic of the far deeper tension growing within the early years education sector, in relation to a deep conceptual divide. There is no agreement upon definition of the term ‘school readiness’ or ‘readiness for school’ and its use because there is no agreement upon what young children should be prepared for; in essence, the disagreement about terminology and definition belies a fundamental difference in conception of the purpose of early years education. 1
