Early childhood education and care teachers’ perceptions of school readiness: A research review

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This systematic configurative review investigates how existing empirical research addresses the topic of early childhood education and care (ECEC) teachers' perceptions of school readiness. 27 quantitative, qualitative, and mixed methods studies were reviewed. The review suggests that most ECEC teachers perceive non-academic skills to be more deciding than academic skills for children's school readiness across national contexts and curriculum traditions. The review contributes valuable insights into the multifaceted interplay between ECEC teachers' perceptions of school readiness, local contexts, national traditions for curriculum development, research, and the globalisation of people and ideas about readiness.