Navigating Parental Expectations of Children Starting School: A Review of Literature

Abstract

This systematic literature review examines how early childhood educators in New Zealand respond to parental expectations that children start school at age 5. While school readiness is widely researched, limited studies focus on how educators navigate these expectations within the Te Whāriki framework. Addressing this gap is crucial, as parental expectations influence pedagogical approaches, curriculum implementation, and transitions to formal schooling. In a context shaped by sociocultural diversity and neoliberal policy pressures, educators must negotiate often conflicting views of what it means to be “ready for school”.

The review analyses peer-reviewed research on educator strategies to differentiate developmental preparedness from culturally and socially situated expectations. Following clearly defined inclusion and exclusion criteria, the selected literature is synthesised through thematic analysis to identify key patterns in how educators communicate, negotiate, and manage parental expectations.

Findings highlight the central role of educator–parent communication in supporting children’s holistic development, ensuring smoother transitions, and maintaining alignment with Te Whāriki principles. The study also reveals tensions between curriculum ideals and policy drivers, as well as between professional knowledge and diverse parental beliefs. These insights suggest the need for further research into how educators engage with families across cultural contexts and how curriculum frameworks can be enacted more responsively. By examining these dynamics, this research contributes to a deeper understanding of how early childhood educators balance professional responsibilities with community expectations in fostering school readiness.