School Readiness

Elissa Anderson Seminar Day, May 2014

Childspace Early Childhood Institute

Things to consider

Understanding readiness for school

Supporting parents

The centres role

Transition process-bridging the gap

The conundrum of understanding readiness…

• social skills • social and cultural contexts

defined by the community • collaboration with primary schools • successful transitions throughout

early childhood • assessment of social and emotional

skills • developmental readiness

What is ‘Readiness’?

What does all this tell us?

• Common themes are social and emotional social readiness to enter formal schooling.

• For children to be ready for school there needs to be a greater collaboration between the two sectors.

• Importance of prior transitions. • Quality programme= more school ready children. • Debunking the myth about reading and writing. • Physical development is a building block for cognitive development.

Motor development and school readiness

Importance of motor development in young children • Reflexes; primitive and postural. Importance of free movement • Vestibular system (hopping, twisting and twirling); balance, midline, the

ability to learn, senses. Developed = able to sit still (not developed in some children till 7 or 8!)

• Vision, near vision, eye tracking, convergence and control of the eye • Hearing, how many numbers can children remember, age minus two • Perceptual motor development, gross and fine. body awareness, visual and

auditory perception • Parents focusing only on teaching, resources etc. without looking at

development is often a common mistake

Getting Ready for School’, Robyn Cox, 2005

“…to grow up as competent and confident learners and

communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a

valued contribution to society”

(Te Whaariki, 1996)

Supporting parents

Common concerns:

• Will the child know anyone in their class and are they going to make friends?

• Class sizes seem so big! Are smaller class sizes really the way to go?

• Are they going to be able to sit still/listen/follow instructions and learn to read and write?

• School teachers don’t have as much time as we do to discuss a child’s day.

• Will my child be alright in the playground by themselves for morning tea and lunch times?

• - This is the first of my children to go to school, it is so unfamiliar!

• They seem too young/little/small to go to school!

Our role is to support both parents and children, ask questions about how parents are feeling, and provide knowledge and advice when appropriate.

Teachers using cognition and general knowledge as an indicator of school readiness may be more likely

to plan a programme for children at the highest level, with younger children who do no not have this

development being left out (Meisels, 1999).

New entrant teacher perspective

• Confidence • Listening skills • Interest in the world around them • Independence • Self care skills, toileting and hand washing, taking

care of belongings, unpacking/packing their bag • Concentration and persistence with tasks • Complying with rules (quiet voices, walking inside) • Communication, speaking to groups, expressing

feelings • Social skills, turn taking, co-operation • Fine motor, cutting with scissors, familiarity with

pencils • Interest in books

• Effectively and appropriately expressing their thoughts and feelings

• Confidently talking about themselves and their family

• Take increasing responsibility for themselves; they can dress themselves; use the toilet, put on shoes

• Develop ways to cope with challenge, competition, success and failure

• Take care of their belongings • Demonstrate consideration for others • Work well with and alongside others • Contribute their own ideas in group

situations • Offer assistance to others

• Have a willingness to find solutions, problem solve, experience with trial and error

• Be excited about books and the written word

• Are able to articulate the rules of acceptable behaviour

• Be comfortable in group situations

• See themselves as capable learners

• Show an interest in the new and unknown – thirst for learning

• Show an interest in caring for the environment around them

• Are comfortable saying “I don’t know”

Readiness for all children

So what is our role?

• Increasing our knowledge in the area of school readiness. • Challenging programme that encourages all children, not just the four year

olds. • Think about the little things we do that can promote school readiness- role

model appropriate social skills. • Attend as many school information days as possible. • Bridging the gap between early childhood and school. • Supporting children and their families with the preparation and transition

to school. • Aiding transitions when appropriate. • Discussions with parents about what school readiness actually looks like.

Centre philosophy

and culture

Authentic and

beautiful group times

ECE vs. school

Some things to think about…..

• There are fewer opportunities for free choice • Being set tasks that are expected to be completed • Sitting still for longer periods of time • Spending more time inside and not having free movement between

inside/outside play • Having set eating times • Parents have different opportunities to meet with teachers • Bigger environment, bigger people and more of them.

• Ensure a quality programme that promotes readiness for school

• Complete before school documentation with parents

• Discuss important dates

• Attend school information days and form relationships with new entrant teachers and school principals

• Transition from locker to school hook or bag

• Lunch box trials

• Increased awareness of independent toileting and readiness from the schools perspective

Leading up to the big transition

A good send off

• Last day hui • Korowai • Dress up day • Sharing of memories from child’s

perspective, opportunity for others to share memories.

• Photo album and sharing of profile book

You can teach a student a lesson for a day; but if

you can teach him to learn by creating curiosity, he will

continue the learning process as long as he

lives.

(Clay P. Bedford)

• Reflect on your current programme for all children

• Increase knowledge about the schools children at your centre will be attending

• Transitioning to school-feedback from past parents?

• Reflect on celebration routines

Where to from here?