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Promoting School Readiness and Early Child Development: Findings from Cognitive Elicitations

March 5, 2002

This report explains findings from research that investigated whether the concept of “school readiness,” a frame widely promoted by advocates and experts, can be effective at engaging public interest and action on a variety of children’s issues. In sum, the research found there to be a number of problematic associations triggered by the  “school readiness” frame, and suggests alternative strategies for more effective framing.