In this paper, we aim to contribute to the understanding of the multidimensional nature of school readiness. In a sample of over 4,000 Australian children in their first year of school, we used latent class analysis to examine patterns of school readiness based on child, family, school and community characteristics, and examine the relationship between these patterns of school readiness and subsequent outcomes (reading comprehension, school absence and emotional and behavioural difficulties). We identified four distinct groups: a Developmentally Enabled group (70 per cent of children), a Parenting Risk group (16 per cent of children), an Emotionally Immature Risk group (7 per cent of children) and a Language and Developmental Risks group (7 per cent of children). The four profiles showed differential patterns of association with low reading comprehension and emotional and behavioural difficulties at age 8, but no association with school absence. The study highlights the importance of family, school and community factors when considering school readiness.

中文翻译：

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入学准备不仅仅是孩子：对入学准备的儿童、家庭、学校和社区方面的潜在班级分析

在本文中，我们旨在帮助理解入学准备的多维性质。在对 4,000 多名澳大利亚第一年入学儿童的样本中，我们使用潜在班级分析来检查基于儿童、家庭、学校和社区特征的入学准备模式，并检查这些入学准备模式与后续结果之间的关系（阅读理解、缺课以及情绪和行为困难）。我们确定了四个不同的组：发育支持组（70% 的儿童）、育儿风险组（16% 的儿童）、情绪不成熟的风险组（7% 的儿童）和语言和发育风险组（ 7% 的儿童）。这四个档案显示出与 8 岁时阅读理解能力低下以及情绪和行为困难相关的不同模式，但与缺课无关。该研究强调了家庭、学校和社区因素在考虑入学准备时的重要性。