Beyond the Checklist: A Sequel to the "Threaded and Embedded" Journey

We are thrilled to officially introduce the next chapter in our collective journey: School Readiness Matters – International Perspectives. As we begin on this ambitious project, we find ourselves reflecting on the incredible foundation laid by its predecessor, School Readiness Matters – Threaded and Embedded Transitions. That original text challenged the "checklist" culture of early years education, championing instead an inclusive and relational approach. Now, it is time to take those "threads" and weave them into a truly global tapestry.

A Sequel with Global Ambitions

If the first book was about redefining the "what" and the "how" of transitions within a regional contexts, this "sequel" is about the "where." We believe that school readiness is not a universal constant but a culturally situated experience. By shifting our lens to international perspectives, we aim to explore how different societies, policies, and environments shape a child’s journey into formal schooling.

Our goal is to move beyond Western-centric narratives and listen to the diverse voices of practitioners and researchers from around the world. In doing so, we are not just producing a book; we are fostering a global dialogue on what it means for a child—and a school—to be "ready."

Mapping the World: The UN Geoscheme

To ensure our research is both comprehensive and "bite-sized," we needed to develop a methodology that is systematic and respected. We have chosen to divide the globe using the United Nations Geoscheme.

By utilizing this framework, we have organized the book into manageable regional chunks—Africa, the Americas, Asia, Europe, and Oceania with these areas further broken down into sub-regions. This approach allows us to honour the specific socio-political nuances of different territories while maintaining a cohesive structure. It ensures that no region is overlooked and that the "international" in our title is truly representative of the world’s diversity.

The Energy of Collaboration

The momentum for this project is already palpable. Just yesterday, we held our first meeting with the  Chapter Editors. To say the environment was "positive" would be an understatement; there was a genuine sense of shared purpose and intellectual excitement.

These encounters have already begun to foster a vibrant writing environment. It is rare to bring together such a wealth of expertise from across the globe and feel an immediate alignment in values. We are committed to maintaining this energy as we move through the drafting phases. Our timeline is set, our spirits are high, and we are working diligently toward a publication date of July 2026.

Meet the Authors

A book of this scale is only as strong as the voices within it. We are honoured to collaborate with a stellar lineup of global experts. From seasoned academics to grassroots practitioners, our contributors bring "boots on the ground" insights from their respective regions.

You can find the full list of our brilliant Chapter Authors and their profiles here. We encourage you to explore their work, as they are the ones truly bringing the UN Geoscheme regions to life through their localized expertise.

Final Reflections: Reading the Transitions

As we dive into this writing process, we are reminded of the words of Fabian and Dunlop (2007), who noted that transitions are "times of change... that have a lasting impact on a child's progress." By broadening our scope to an international level, we hope to provide educators with the tools to make that impact a positive one, no matter where in the world they are practicing.

Stay tuned for more updates as we navigate this exciting global roadmap. July 2026 will be here before we know it!

References

• Lee, K., & Veale, V. (Eds.). (2025). School Readiness Matters: Threaded and Embedded Transitions. TACTYC/ECSDN.

• Fabian, H., & Dunlop, A. W. (2007). Informing Transitions in the Early Years. Open University Press