Abstract
Background and Aim: School readiness programmes play a pivotal role in supporting children's successful transition from the home environment to the formal learning context of first grade. Therefore the aim of this study was to propose a model of school readiness that, while looking at past theoretical frameworks, also takes into account local characteristics and considerations through discussions with Iranian elementary school teachers. Methods: The study was conducted with a qualitative approach and thematic analysis method. The study sample was divided into two parts, including previous theoretical models on school readiness and 13 first-grade elementary school teachers, both of whom were selected through purposive sampling. Results: The findings showed that a model of school readiness included four overarching themes: child readiness, family readiness, school readiness, and community readiness; Fifteen organizing themes include physical readiness, social and emotional readiness, approach readiness for learning, language readiness, literacy and academic readiness, cognitive readiness, readiness to observe local and cultural considerations, supportive parenting practices, appropriate and stimulating home environment, appropriate knowledge of family members, appropriate quality or characteristics of the school, bridging the gap between home and school, readiness of the education district and local authorities, and hardware and software readiness of the community, and of course 80 basic themes. Conclusion: The basic principles or features of the proposed model can be considered to address the readiness of the family, school, and community for the child to enter school; the importance of reflective thinking and critical thinking; the inclusion of reading, writing, and mathematics programs in the readiness programs; strengthening the cognitive foundations of school learning; attention to educational justice, and attention to the psychology of religious transformation.