Local and international research provides considerable evidence that the early years of children's lives are critical for their future development. Assessment measures can be used effectively to prevent, identify and address barriers to learning and development. Most psychology practitioners would agree that both formal and informal assessment procedures can guide parents, caregivers and educators in establishing a solid foundation for children's growth, development and potential through the provision of optimal enrichment and learning activities, as well as socio-emotional support.

The primary purpose of school readiness assessment is to predict readiness for school entry and to identify preschool children who may benefit from additional stimulation programmes, learning support or retention. Focus is placed on physical development, cognitive skills and academic readiness, as well as on the child's socio-emotional functioning. Factors considered in school readiness assessment include the child's emotional maturity, ability to follow directions, and ability to work cooperatively with peers and adult figures. In addition to early identification and support, a school readiness assessment can also serve the purpose of reassuring parents and caregivers that their child is progressing adequately. In some instances a child may be accepted a year early into school to accommodate his or her need for accelerated learning.

While school readiness assessment is an established field of practice, it has generated a great deal of controversy amongst practitioners and researchers (Carlton & Winsler, 1999; Dockett & Perry, 2009; Freeman & Brown, 2008; Goldblatt, 2004; Graue, 2006; Maxwell & Clifford, 2004). It remains a highly contentious issue in South Africa for several reasons. Concerns have been raised about the historical misuse of assessment measures, which have been seen as perpetuating exclusionary practices and an inequitable education system (Kriegler & Skuy, 1996). Some of the intellectual and school readiness assessment tools that have been locally developed have outdated norms (Foxcroft, Paterson, Le Roux & Herbst, 2004). In addition, many were not normed on a fully representative South African sample. Examples are the Junior South African Individual Scales (JSAIS) (published in 1981 and standardised for English- and Afrikaans-speaking individuals) and the Aptitude Test for School Beginners (ASB). The latter is an individually/group-administered school readiness test which was first devised in 1974 (and revised in 1994), to be used from the sixth to the eighth week of the school year.