School readiness refers to whether a child is ready to make an easy and successful transition into school. The term ‘preschool readiness’ might be used in the same manner in reference to beginning preschool (Kindergarten). School readiness can be actively facilitated with a little forward planning to ensure that children regularly participate in activities that develops the appropriate skills required to help optimal learning when they start school. While many people think of academics (e.g. writing their name, counting to 10, knowing the colors) as the important school readiness skills, school readiness actually refers to a much broader range of skills. In addition to some academic basics, school readiness skills also include self care (independent toileting and opening lunch boxes), attention and concentration, physical skills (e.g. having the endurance to sit upright for an entire school day), emotional regulation, language skills and play and social skills.
The development of school readiness skills allows school teachers to expand and further develop a child’s skills in the specific areas of social interaction, play, language, emotional development, physical skills, literacy and fine motor skills. Without these basic skills already established upon entry to school, children can very quickly find themselves playing ‘catch up’ compared to their peers that are advancing more quickly. Students that begin school with the build block (or foundation) skills in place advance quickly as opposed to those that start school only to then begin the slow process of developing school readiness.
The ability to obtain, maintain and change emotion, behaviour, attention and activity level appropriate for a task or situation.
Accurate processing of sensory stimulation in the environment as well as in one’s own body that influences attention and learning that effects how you sit, hold a pencil and listen to the teacher.
Comprehension of spoken language (e.g. the teachers instructions).
Producing speech or language that can be understood by others (e.g. talking to friends).
The ability to clearly pronounce individual sounds in words.
Higher order reasoning and thinking skills (e.g.What do I need to pack to take to school?).
The ability to perceive emotion, integrate emotion to facilitate thought, understand emotions and regulate emotions (for a child’s own responses to challenges).
Determined by the ability to engage in reciprocal interaction with others (either verbally or non-verbally), to compromise with others and to be able to recognise and follow social norms.
The sequential multi-step task/activity performance to achieve a well-defined result (e.g. a cut and paste task or a simple maths worksheet).
If a child has difficulties with school readiness they might:
When a child has school readiness difficulties, they might also have difficulties with:
In the lead up to school start, the following activities can be helpful:
There are many simple activities that parents and teachers can do to help prepare a child for school.
Suggested School Readiness Preparation Tasks and Activities are outlined in this helpful table.
Therapeutic intervention to help a child with school readiness difficulties is important as:
When children have difficulties with school readiness, they might also have difficulty with:
If your child has difficulties with school readiness, it is recommended they consult an Occupational Therapist and/or a Speech Therapist to address the functional areas of concern. This is the benefit of choosing Kid Sense which provides both Occupational Therapy and Speech Therapy.
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