• Eunice Chan

What is school readiness?


"School readiness" is a term often used to describe how ready children are socially, physically, and intellectually, to make an easy and successful transition into school. School readiness can be actively encouraged with forward planning to ensure your child to participate in activities that build up appropriate learning skills to optimise learning should they start school. While numerous individuals consider scholastics (for example spelling their name, route counting to 10, knowing colours) as the significant school readiness abilities, school preparation really alludes to a lot more extensive scope of abilities. In addition to some academic basics, school readiness skills also includes self care (independent toileting and eating skills e.g scooping), attention and concentration, physical skills (e.g. having the endurance to sit on the chair), emotional regulation, language skills and play and social skills.

Why are school readiness skills important?

School readiness allows teachers to further extend a child's skills particularly in social interaction with peers, language, emotional development and academic skills. These basic skills are essential before entry to school as children can very quickly be left behind as the class progress if they are unable to catch up. Children that start of with nessecasry foundation skills, advance rather quickly as opposed to those that start school only to then begin the slow process of developing school readiness.


Does my child have difficulties with school readiness?


If a child has difficulties with school readiness they might:

  • Get easily frustrated when expectations are set

  • Struggle in following routine and structure

  • Needs adult intervention for self-care (e.g. dressing)

  • Unable to use toilet independently in school

  • Attention to task no longer than 3 minutes

  • Socially intolerant (e.g unable to share, no flexibility in thoughts such as the inability to shift with changing rules in a game)

  • Be socially immature (e.g. unable to share, be unable to shift with changing rules of a game in play).

  • Have poor receptive and/or expressive language skills.

  • Have difficulty understanding consequences of their behaviours.

  • No prolonged on seat behaviours

  • Unable to interact with peers

  • Have limited play skills

  • Be resistant to input from others in order to learn.

If your child has difficulties with school readiness, it is recommended they consult a intervention specialist to further provide details on how to assist your child with overcoming their difficulties.





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