School readiness is crucial in child development, with significant disparities observed between disadvantaged and non-disadvantaged children. This study investigates preschoolers' readiness in rural China, surveying 226 children, including Left-Behind Children (LBCs), in Henan Province. It examines school readiness differences between LBCs and non-LBCs and explores factors such as caregiver education, home learning environments, and attitudes. Findings reveal disparities in school readiness, emphasizing caregiver attitudes and expectations as influential. This research contributes to the discourse on school readiness in non-Western contexts, urging educators to address LBCs' needs and policymakers to prioritize early childhood programs and supportive home environments.
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