Group-based school readiness programs for preschool-aged children: what does the published evidence show? A rapid systematic review

This rapid systematic review is being conducted to inform the redevelopment of an existing group-based school readiness program delivered through a university speech-language pathology (SLP) clinic to preschool-aged children preparing for the transition to formal schooling. Prior to revising the program, the review team is seeking to map the current published evidence-base regarding group-based school readiness interventions, so that any changes to program content, delivery, and outcome measurement can be grounded in the best available evidence in the area.

A recent, similar, systematic review has been conducted (McCartan et al. (2023), which aimed to address the effectiveness of centre-based early education broadly. However, this review will map who delivers group-based school readiness programs (including SLP involvement, if any), what skills these programs/ interventions target, and how outcomes are measured (if at all). These questions have not yet been addressed by existing review papers in the area.

A rapid review approach was selected given time and resourcing constraints, and because the review question is descriptive/mapping in nature rather than a question of intervention effectiveness. Findings will be used to (1) compare the existing program against current evidence-based practice, (2) inform evidence-based revisions to program content and delivery, and (3) support subsequent stakeholder consultation and student-designed activities ahead of a planned pilot of the revised program.