School readiness is a construct used by educators and policy makers to describe a range of abilities that are beneficial for children transitioning to school. The association of socioeconomic disadvantage with developmental vulnerability when children start school is well established. Parents play a crucial role in supporting children’s transition to school and are acknowledged as their child’s first and foremost teacher. The aim of this study was to explore how parents experience and support their children’s transition to school. This study presents findings from an ethnographic study with 39 parents living in two Australian communities characterised by high area-level socioeconomic disadvantage. The study reports on how parents experience and support their child for transition to school, specifically through their understanding of the concept of ‘readiness’. The role of early childhood services in supporting parents is also explored. Parents conceptualised school readiness as the child’s capacity to function effectively and independently in the hitherto unfamiliar physical and social world of school. Parents considered early childhood services supportive of their children's transition to school, particularly the development of social skills.

入学准备是教育者和政策制定者用来描述一系列有益于孩子过渡入学的能力的结构。当儿童开始上学时，社会经济劣势与发展脆弱性之间的联系已得到充分确立。父母在支持孩子的入学过渡中扮演着至关重要的角色，并被公认为是孩子的首要老师。这项研究的目的是探索父母如何体验和支持孩子的入学过渡。这项研究提出了一项民族志研究的发现，该研究由39个居住在两个澳大利亚社区的父母组成，这些社区的特征是地区性的社会经济地位偏高。该研究报告了父母如何体验和支持孩子过渡到学校，特别是通过他们对“准备就绪”概念的理解。还探讨了幼儿服务在支持父母方面的作用。父母将入学准备概念化为孩子在迄今为止不熟悉的体育和社会世界中有效和独立运作的能力。父母认为，幼儿服务有助于他们的孩子上学，特别是社交技能的发展。