🏫School Readiness Is More Than ABCs: The Skills That Matter Most

Many of us consider that kids who are "ready for school" to know the alphabet, numbers, or the fundamentals of reading and writing. However, research indicates—and experienced occupational therapists observe—that genuine school preparedness necessitates deeper foundations, including motor skills, executive functioning, play and social skills, sensory-motor abilities, and self-regulation (Egger, F., et al., 2023).

I discuss what matters most for a successful start to school and why in the sections that follow.

🔹 The Real Foundations of School Readiness

Motor & Sensory‑Motor Skills

Children who have strong fine and gross motor skills as well as sensory and visual perceptual abilities when they start school are better equipped to handle tasks like writing, sitting at a desk, following instructions, taking part in group activities, and handling transitions (Pagaduan, J., et al., 2025).

Children with great fine motor abilities and good motor coordination, for instance, tended to score higher on academic tasks and classroom preparation in a kindergarten study (Rosenblum, S., et al., 2012).

Improving motor competence by means of group-based motor activities is linked to improvements in executive functioning and early numeracy, two important aspects of school readiness, according to another study brief (Pagaduan, J., et al., 2025).

Executive Function (EF) & Self‑Regulation

If a child has trouble focusing, following directions, controlling their impulses, waiting their turn, or handling distractions, simply knowing letters and numbers is insufficient. These are all facets of executive function, and recent studies indicate that EF is a reliable predictor of academic achievement and school preparedness (Howard et al., 2024; Pan et al., 2024; Bodrova & Leong, 2024).

Both fine motor skills and EF skills were found to predict school-readiness status in preschool-aged children with behavioural problems (Raghubar, K., et al., 2023).

Planning, self-control, memory, and adaptability are all enhanced by structured play, not only guided instruction (Bodrova, E., & Leong, D., 2024).

Play, Social Skills & Emotional / Behavioural Readiness

Academics are only one aspect of starting school; other aspects include social engagement, emotional control, adherence to routines, cooperation, taking turns, and handling sensory-social demands (O'Connor, J., et al., 2024).

According to research, social behaviour, classroom involvement, and general adaptability to school expectations are all supported by the development of motor skills and EF (Pagaduan, J., et al., 2025).

What This Means for Parents, Teachers & OTs?

True readiness includes:

• Motor coordination & control (fine + gross) (Rosenblum, S., et al., 2012)

• Visual-motor and sensory-perceptual skills (Pagaduan, J., et al., 2025)

• Strong executive functioning: attention, self-control, working memory, flexibility (Diamond, A., & Lee, K., 2011)

• Emotional self-regulation and adaptability (O’Connor, J., et al., 2024)

• Social skills, play competence, ability to manage transitions & routines (Bodrova, E., & Leong, D., 2024)

OT-Friendly & Parent-Friendly Strategies

• Encourage play-based motor activities: climbing, jumping, balancing, ball-play, obstacle courses (Pagaduan, J., et al., 2025).

• Provide fine-motor practice: playdough, threading beads, cutting, drawing (Rosenblum, S., et al., 2012).

• Incorporate structured play to nurture executive functions (Bodrova, E., & Leong, D., 2024).

• Practice sensory regulation & routines: predictable daily rhythms, calm-down spaces, movement breaks (O’Connor, J., et al., 2024).

• Use dual-purpose activities combining movement + cognitive challenge + play (Pagaduan, J., et al., 2025).

💐The Big Takeaway💐:

Being prepared for school involves more than just knowing the ABCs. The child's entire system—body, brain, regulation, social skills, and capacity for change management—is at issue (Egger, F., et al., 2023).

Children have a solid basis for learning, engagement, and long-term success when motor development, executive function, play skills, and self-regulation are prioritised.

References:

• Bodrova, E., & Leong, D. (2024). Structured play and executive function development in preschoolers. Springer.

• Egger, F., et al. (2023). Physical activity and academic performance in school-age children: A systematic review. Sustainability.

• Howard, S., et al. (2024). Executive function and pre-academic skills in preschoolers: Evidence from diverse settings. South African Journal of Childhood Education.

• O’Connor, J., et al. (2024). Preschoolers’ motor skill development and social-emotional readiness for school. Oregon State University Health.

• Pan, C., et al. (2024). Physical activity interventions improve executive function and language in preschool children: The Active Early Learning Trial. Child Development, 95(2), 544–561.

• Pagaduan, J., et al. (2025). Movement behaviours and cognitive outcomes in preschoolers: A systematic review. International Journal of Behavioral Nutrition and Physical Activity.

• Raghubar, K., et al. (2023). Executive function and motor skills as predictors of school readiness in preschool children. PubMed.

• Rosenblum, S., et al. (2012). Fine motor skills and handwriting readiness in kindergarten children. PubMed.