Similarly, the educational approaches in defining school readiness have also undergone a shift during recent years. Some systems use a narrow ‘pre-primary’ educational approach that stresses literacy and numeracy skills that would align with a primary school curriculum. Other approaches use a ‘social pedagogic’ approach that stresses a broader preparation for life beyond a school-based curriculum (OECD 2006). The second tradition, found in some Nordic and Central European countries, promotes broader development of children while simultaneously supporting families.