This study was part of a three year research-practice partnership between Stanford Pediatrics Advocacy Program and the John W. Gardner Center for Youth and Their Communities. Dr. Fehrer led the project and research study from 2018-2021.

What we did: We started by conducting a literature review on family engagement strategies, clinic-based early learning initiatives, and kinder readiness, followed by collaborating with institutional partners to develop a theory of change. We then engaged in 2 years of ethnographic research—clinic observations, interviews, focus groups—in two community clinics identified to pilot kinder readiness initiatives. We documented each clinic’s approach to developing, implementing, sustaining, and scaling their efforts to engage with families in supporting young patients’ school readiness.

Findings: Both clinics implemented unique models of integrating kinder readiness into their clinical practice. Their models varied by approach to kinder readiness coaching, in terms of staffing, session content, length, location, and materials. The research illuminated key features and differences in implementation, as well as the conditions under which each model might be most effective.

Results: The partnership resulted in a robust and comprehensive Kinder Ready Clinics Roadmap & Resource Guide, designed to provide “how to” guidance to clinic leaders interested in implementing similar school readiness interventions in their own clinic context.