Hani Yulindrasari, Vina Adriany, Euis Kurniati
School readiness has been a powerful underlying discourse in the development of Early Childhood Education globally. The classic developmentalist or pre-primary approach of school readiness focuses on the individual child’s developmental attainment and the mastery of certain skills which determine whether or not the child is ready to learn formally at school. On the contrary, the critical socio-pedagogists argue that school readiness should be more focused on how the parent, society, and school create an environment that is ready to accept diverse ways of children’s learning. Indonesia predominantly adopts the developmentalist approach and research on school readiness revolves around its measurement and how to improve children’s school readiness. This chapter offers a critical analysis on the school readiness discourse in the Indonesian context. Based on document analysis and in-depth interviews with teachers and parents, we will critically examine how the discourse operates within the policies and practices of ECE and its potential implication for the exclusion, exploitation, and discrimination of children. We will then redefine and reconceptualize school readiness that is more inclusive for early childhood education in an Indonesian context. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
Universitas Pendidikan Indonesia, Bandung, Indonesia
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