School readiness includes the readiness of the individual child, the school's readiness for children, and the ability of the family and community to support optimal early child development (Williams, 2019) and refers to the skills and abilities children need to succeed in school and beyond. These skills include cognitive, social-emotional, physical, and language development. Research emphasizes that assessing school readiness should be holistic, taking into account each child's unique developmental trajectory (Snow, 2015). 

Methods for identifying readiness often include standardized developmental screening tools such as the Ages and Stages Questionnaires  Ages & Stages Questionnaires ASQ-3 (Child development screening tool) - Free Social Work Tools and Resources: SocialWorkersToolbox.com  observational checklists, and family interviews. These tools help educators identify areas of strength and areas where additional support is needed. Cultural, social, and linguistic differences must also be considered when assessing readiness. For example, dual language learners may demonstrate readiness in their home language, and educators should respect and build upon these skills (Cellitti, 2012).