Diverse Learning Information
Supporting our Diverse Learners and families at home offering some strategies on how to help foster engagement in learning and promote success both at school and at home. If you need any support for your child please reach out and make contact as we highly value positive partnerships with our parent community.
Miss Karyn Wescombe
Diverse Learning Support Leader
Wildflower Holistic Services - Principal Psychologist Alexandra McCarthy
Is my child ready for school??
The transition to school is a significant milestone for children and their families. Many parents grapple with the question, “Is my child ready for school?” - and it’s a fair question. There are many factors to consider!
Let’s start with exploring what school readiness really means:
School readiness refers to whether a child is prepared to transition to school successfully and with ease. School readiness is not just about age (although this plays a role) - it also involves emotional, social, and developmental factors. It is more than the academic basics like knowing the ABCs, writing their name, or counting to ten - there are crucial building blocks that contribute to a smooth transition and successful start to school.
Here are some things to consider before your child starts school:
Self Care/Fine & Gross Motor:
- Can your child open their lunch box containers and food packaging, do up their zippers and buttons, hold their pencil and organise their belongings?
- Can your child toilet independently and dress themselves without relying on you?
- Are your child’s gross motor skills developed, enabling them to run, jump and participate in physical activities?
Self Regulation: Can your child understand and change their behaviour, attention, and activity level to make appropriate choices about what is expected of them? E.g. talking in a quiet voice during quiet time, or refocusing their attention on a new task.
Play/Social Skills:
- Can your child share, take turns and play well with others? This reciprocal interaction and regulation of behaviour to control impulses when engaging with others is vital
- Can your child play independently and with peers, negotiating and changing play as
needed?
- Does your child understand the consequences of their actions and can they regulate
their behaviour?
Emotional Regulation:
- Can your child understand and regulate their emotions and adapt to new situations?
- Can your child manage their emotions and behaviour in a group setting?
Language Skills:
- Does your child have clear receptive language skills (i.e. understanding and following the teacher's instructions)
- Does your child have clear expressive language skills (i.e. communicating their needs, talking to peers)
Executive Functioning:
Does your child have the capacity for higher-order cognitive skills like thinking, reasoning and problem-solving? Do they know what they need to do in the morning to get ready for school (brush teeth, get dressed, have breakfast), do they know what they need to pack in their school bag?
Cognitive and Learning Skills
- Can your child recognise letters, numbers and basic shapes?
- Does your child show curiosity and the ability to solve simple problems?
Why is it important to have these foundational skills established?
Without these foundational skills established, children can quickly find themselves playing catch-ups with peers who are progressing more quickly. Those who start school with these basic building blocks can then have teachers continue to build on them, as opposed to those who are just beginning the process of learning these skills. For some children, especially those who are on the younger side of their cohort, delaying school entry by a year can have benefits not only regarding their maturity and development but also having more time to practice building these foundations before beginning school. For example, younger children may struggle more with the social and emotional demands of school, an extra year can help them develop the skills needed to thrive in the classroom. Older children are often better at self-regulating as well and with this better self-control and increased coping skills, they are better able to adapt to school routines and expectations within the classroom. For some young children, starting school too early can be overwhelming, leading to anxiety and a negative attitude towards learning. Giving them time to grow can reduce these pressures. A child who enters school when they are ready is more likely to have a positive experience, laying a strong foundation for future learning and academic success.
If your answer is no to several of the questions listed above and your child is below the compulsory age to attend school in NSW, your child may need more time and support to develop the skills necessary for a successful start to school. It's important to address any areas of concern and consult with early childhood educators (future school and daycare) or a paediatrician for further guidance. We encourage you to consider all aspects of your child's readiness and don’t feel pressured to live up to societal expectations - consider what is best for your child immediately and in the long term.