Abstract
This article examines the topic of readiness for school as a social meaning that is constructed by people in community settings as they participate in the kindergarten experience with a group of children. Based on data from an ethnographic study of kindergartens in three communities, the developing meaning of readiness is described as locally formed and distinct, with a coherent community flavor. The teachers, parents, and the school as an institution interacted to develop a social interpretation of readiness, which framed the kindergarten experience in each setting, forming the basis for the ways in which children are understood and the nature of the kindergarten program. Changes in the structure of kindergarten education are advocated to make schools ready for children rather than expecting children to be ready for school.
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