On these early autumn days, in communities big and small, kindergarteners are stuffing backpacks with colored markers, glue sticks, tissues, and sometimes a favorite book or stuffed animal. Getting ready to start school requires so much preparation that it often eats up the last few weeks of summer. But as we know, preparing for kindergarten entails a lot more than one month of gathering supplies and buying new shoes.

What should young children know going into kindergarten? How to share and take turns? How to get on the Internet? Answers to these kinds of questions have certainly changed in the 150 years since the first kindergarten was established in the United States. Other than a child’s date of birth, however, there’s no set of criteria for entry into kindergarten, though researchers and educators have developed lists of skills and abilities, also called “indicators,” that are related to making a successful transition to kindergarten. All these indicators confirm that there’s so much more to “kindergarten readiness” than simply knowing some letters of the alphabet or how to count to 20.

As it turns out, storytime—the library’s prime early language and literacy experience—is the perfect skill-building activity! Talking with children and sharing books with them are excellent ways to encourage the development of many of the skills in the kindergarten readiness categories—social and emotional, cognitive or thinking, behavioral management, approaches to learning, expressive and receptive language, phonological awareness and print knowledge, mathematics, and physical development.

Looking at the readiness indicators in the National Center for Learning Disabilities’ “Observation & Activity Guide,” we see that youngsters who follow directions in a simple group game, such as the Hokey Pokey, or children who make simple predictions and comments about a story being read to them are demonstrating expressive and receptive language. When preschoolers enact Eric Carle’s From Head to Toe (HarperCollins, 1999) or sing the Noble Duke of York or Open Shut Them, their gross and fine motor skills are strengthened. When young ones repeat a movement pattern you start, such as clap, clap, pat—clap, clap, pat, they are performing approaches to learning. Cognitive skills, or thinking skills, are fostered when you ask preschoolers to retell the story. Each storytime includes activities that help strengthen particular skills.

A child’s intelligence plays only a small part in his or her ability to handle the school day. In fact, kindergarten teachers select qualities essential for school readiness that have nothing to do with academics. They want youngsters to demonstrate curiosity, persistence, and cooperation, and be able to communicate their needs, wants, and thoughts verbally. Children entering kindergarten should be able to converse with peers and talk to adults outside of the family. Preschoolers attending storytime learn to respond to verbal questions and instructions, and often develop a close relationship with library staff. This relationship sets positive expectations for a similar bond with their kindergarten teacher.

As children mature, their ability to self regulate is essential. Storytime helps them learn how to function in a group with a minimum amount of adult intervention and support. Storytime helps parents become kindergarten-ready as well. The earlier parents become involved in children’s education, the greater the benefits. When parents participate in storytime it sends a strong message to their children that what they are doing is important to Mom and Dad, too.

Storytime fosters a smooth transition into school because it gives youngsters an opportunity to practice the skills they will need in kindergarten. Undoubtedly, one of the most important factors of kindergarten readiness is a child’s eagerness to learn. Having fun is an important part of learning and life. And guess what? Kindergarten readiness skills are best acquired in settings that are developmentally and play oriented—in other words, in library storytime!