presented at the 2015 Asia-Pacific Regional ECD Conference Beijing, China
School entry is a significant milestone in a child’s life. Entering to school is the second major transition children experience during their early childhood years. Therefore it is important to examine whether the children entering to grade one are ready for the school education and how to guide teachers to extend their continuous support for those who experience problems. This paper analyses the systematic process followed to build up and pilot a mechanism to identify readiness of children entering grade one and to develop guidelines for teachers for its implementation.