School readiness in a changing world: Between neuroscience and educational practice

Abstract

Preparation for school entry is a complex and multidimensional process encompassing cognitive, social, emotional, and motor development. School readiness extends beyond the acquisition of emergent literacy and numeracy skills and includes the ability to regulate emotions, sustain attention, follow instructions, cooperate with peers, and develop responsibility. Contemporary neuroscience highlights early childhood as a period of heightened neuroplasticity, during which environmental experiences profoundly shape neural networks underlying learning, memory, language, and executive functions.

The family environment plays a central role in fostering foundational competencies required for successful school adjustment. Secure attachment, emotional warmth, and consistent boundary setting promote self-regulation, self-confidence, and resilience. Adequate sleep, balanced nutrition, and regular physical activity directly influence attention, behavior, and cognitive performance. Conversely, excessive screen exposure, reduced opportunities for spontaneous play, and chronic stress may adversely affect executive functioning and socioemotional development.

Early developmental screening in the preschool period enables timely identification of deviations in speech-language, motor, cognitive, and socioemotional domains. Early intervention, particularly during periods of maximal brain plasticity, significantly improves developmental outcomes. An integrated approach involving parents, educators, pedagogues, psychologists, and healthcare professionals ensures comprehensive support for the child and family. Systematic intersectoral collaboration increases the likelihood of successful adaptation to the school environment and contributes to long-term academic achievement and emotional well-being.