{"id":7714,"date":"2019-05-22T15:59:51","date_gmt":"2019-05-22T15:59:51","guid":{"rendered":"http:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/developmental_readiness\/"},"modified":"2019-05-22T15:59:51","modified_gmt":"2019-05-22T15:59:51","slug":"developmental_readiness","status":"publish","type":"post","link":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/developmental_readiness\/","title":{"rendered":"Developmental readiness"},"content":{"rendered":"<p>As a general concept, &#8216;readiness&#8217; refers to a state of preparedness through that an organism is set to act or respond (e.g., sexual readiness) or to benefit from experience. &nbsp;Applied to development, it can be considered to be the age-related capacity of the individual to function effectively in specific situations. &nbsp;In practice, developmental readiness proves difficult to pin down with a generally acceptable definition as it consists of complex set of both abilities and attitudes. &nbsp;This is no more evident than in the case of &#8216;school readiness&#8217;, which <a href=\"http:\/\/www.infed.org\/thinkers\/bruner.htm\" data-editable-link=\"http:\/\/www.infed.org\/thinkers\/bruner.htm&amp;target=_self\" target=\"_self\" rel=\"noopener noreferrer\">Jerome Bruner<\/a> in his book <span class=\"\" style=\"font-style: italic;\">Towards a theory of instruction<\/span> (1966) considered it to be &#8220;&#8230; &nbsp;a mischievous half-truth &#8230; largely because it turns out that one teaches readiness or provides opportunities for its nurture, but one does not simply wait for it.&#8221; (p. 29). &nbsp;What he was criticizing here was a nativist (or maturational) stance with regard to developmental readiness that assumes when children attain a level maturity enabling them to sit quietly, concentrate on their work and cooperatively interact with their peers, then they are ready to start school. &nbsp;At the other extreme, there is more behavioristic interpretation of developmental\/school readiness that focuses on external evidence of progress in learning (e.g., with regard to reading and simple arithmetic). &nbsp;Whatever stance is adopted, including those between these two extremes, developmental assessment across a number of domains constitutes a crucial tool in concluding whether or not a child is ready to start formal schooling. &nbsp;Typically, such domains include physical and motor development, social and emotional development, language development and communication, cognition and general knowledge, and attitudes toward learning. &nbsp;<\/p>\n<p>See <a href=\"bayley_scales_of_infant_and_toddler_development\">Bayley Scales of Infant and Toddler Development<\/a>, <a href=\"competence_-psychology-\">Competence (psychology)<\/a>, <a href=\"developmental_screening\">Developmental screening<\/a>, <a href=\"gesell-s_developmental_schedules_-or_scales-\">Gesell&#8217;s developmental schedules (or scales)<\/a>, <a href=\"nativism\">Nativism<\/a>, Sensitive period  <\/p>\n<p><\/p>\n<p><\/p>\n<p><\/body><\/html><\/p>\n","protected":false},"excerpt":{"rendered":"<p>As a general concept, &#8216;readiness&#8217; refers to a state of preparedness through that an organism is set to act or respond (e.g., sexual readiness) or to benefit from experience. &nbsp;Applied to development, it can be considered to be the age-related capacity of the individual to function effectively in specific situations. &nbsp;In practice, developmental readiness proves &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/developmental_readiness\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Developmental readiness&#8221;<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[2],"class_list":["post-7714","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-glossary","entry"],"_links":{"self":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/posts\/7714","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/comments?post=7714"}],"version-history":[{"count":0,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/posts\/7714\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/media?parent=7714"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/categories?post=7714"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.lancaster.ac.uk\/fas\/psych\/glossary\/wp-json\/wp\/v2\/tags?post=7714"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}