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School Readiness
Elissa Anderson Seminar Day, May 2014
Childspace Early Childhood Institute
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Things to consider
Understanding readiness for school
Supporting parents
The centres role
Transition process-bridging the gap
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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’?
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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.
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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
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“…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)
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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.
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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).
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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
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• 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
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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.
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Centre philosophy
and culture
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Authentic and
beautiful group times
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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.
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• 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
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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
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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)
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• 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?