ABSTRACT
Recent research papers in child development and educational psychology reflect a renewal of interest in readiness among educational researchers. There is a new awareness of the importance of the really old notion of readiness and of the need to re-examine the diverse phenomena associated with this concept in light of recent theory and research in child development, individual differences, and the psychology of learning and instruction. The fact that empirical researchers in psychology and education are again seriously approaching the problems of readiness, now with more sophisticated theories and research methodologies than were available in the former heyday of the concept, is an important trend in the right direction.
