1. Introduction

Education is a fundamental need and a right for every individual, as established by Law Number 20 of 2003 concerning the National Education System. This law aims to develop children's potential for the benefit of themselves, society, and the nation(Harahap, 2021)(Siregar, 2016). Early childhood education, particularly kindergarten, plays a crucial role in this development by helping children acquire the attitudes, knowledge, skills, and creativity needed to adapt to their environment.

The formative years in kindergarten are essential as they lay the groundwork for a child's future learning and development. During this period, children are exposed to structured learning environments for the first time, which helps them build foundational skills in literacy, numeracy, and social interactions. Additionally, kindergarten provides opportunities for children to develop their emotional intelligence, fostering resilience, empathy, and cooperation. These early experiences are vital in shaping a child's ability to succeed in subsequent educational stages and in life. By ensuring that children are well-prepared for school, we contribute to their long-term academic and personal success, ultimately benefiting society as a whole.

The transition from kindergarten to primary school is a critical phase in a child's development. It involves not only academic readiness but also social, emotional, and physical preparedness(Piotrkowski et al., 2000). Research indicates that school readiness is influenced by various factors, including physical health, age, intelligence, and environmental stimulation(Fahmi et al., 2021)(Pianta et al., 2020)(Vitiello et al., 2020). However, there are significant challenges in ensuring that children are adequately prepared for this transition.

One major challenge is the disparity in early childhood education quality and access, which can lead to uneven levels of preparedness among children entering primary school. Additionally, children from low-income families or those with limited access to stimulating environments may face greater difficulties in achieving school readiness. Teachers and parents often need to address diverse needs, including language barriers, special educational needs, and varying levels of prior knowledge and experience. Furthermore, the pressure on academic achievement sometimes overshadows the importance of social and emotional development, leading to an imbalance in the holistic development of children. To tackle these challenges, comprehensive strategies involving parents, educators, and policymakers are required to create supportive and inclusive learning environments that cater to all aspects of a child's development.

Despite the recognized importance of this phase, there are gaps in the understanding and practices of kindergarten teachers and parents. highlight a lack of specific training and awareness among teachers and parents regarding the developmental needs of children during this transition(Jiang et al., 2021)(Sands & Meadan, 2024). This gap is also evident in the Batang Angkola District, where the educational backgrounds of many primary school teachers do not align with early childhood education requirements.

In the Batang Angkola District, a significant challenge is the mismatch between the formal education backgrounds of primary school teachers and their roles in early childhood education. Observations from pilot studies indicate that most teachers have completed higher education but lack specific training in early childhood education. This mismatch affects the quality of preparation provided to children for primary school(Lin et al., 2003).

Addressing these challenges requires a holistic approach involving both teachers and parents. Effective strategies must consider the unique developmental needs of children and provide adequate support and training for educators and parents. Collaboration between teachers and parents is crucial in creating a supportive and stimulating environment for children during this transition.

This research aims to understand and analyze the strategies used by kindergarten teachers and parents in preparing children's school readiness in the Batang Angkola District. It seeks to identify best practices, obstacles, and factors influencing this process. The novelty of this research lies in its focus on the local context and the use of qualitative descriptive methods to delve deeply into the phenomena. This study is expected to provide new insights into school readiness preparation practices at the local level and serve as a basis for developing more effective educational strategies in the future.

2. Methods

The qualitative descriptive research method was employed to investigate the strategies of kindergarten teachers and parents in preparing children's school readiness in the Batang Angkola District, considering the local context and related social dynamics(Baucom et al., 2023). This method combined a descriptive approach to depict existing phenomena with a qualitative approach to delve into the meanings and interpretations of the strategies used.

The subjects of this research included kindergarten teachers and parents in the Batang Angkola District, specifically representatives from several kindergartens and parents of children enrolled in these kindergartens. These subjects were selected to provide a comprehensive perspective on the practices and strategies used in preparing children for primary school entry.

Firstly, the researcher conducted observations and direct interviews in kindergartens and surrounding areas in the Batang Angkola District. The observations focused on the practices and strategies employed by teachers and parents in preparing children for primary school. The direct interviews, conducted with kindergarten teachers and parent representatives, aimed to gain a deep understanding of the social, cultural, and environmental context in which children's school readiness preparation took place.

Additionally, secondary data was utilized to support the analysis(Hains et al., 1989). This secondary data included supporting theories about children's school readiness, early childhood learning strategies, and factors influencing the transition to primary school. Sources of secondary data comprised academic literature, textbooks, journals, and previous studies