It’s August, we are still in a pandemic and the topic of school readiness is all around us again. I was at my nephews third birthday party last weekend and wondered how this tiny human could be going to school next year?
It made me think for the millionth time what really is school readiness, particularly in Covid times? Over the last 18 months our children have been isolated, self-isolated, home educated all in a time of anxiety and uncertainty. For some its been a wonderful time of togetherness, a time we won’t get again but for many, the last 18 months has been about holding down jobs, not in the office, but at home, at the kitchen table, with toddlers and children needing attention and time. It’s been a time of worry over the virus, uncertainty over job security and employment and the constant worry about finances, and for some a time of poverty.
So, when we look at school readiness we need to think about all the factors contributing to that. A nursery leader said to me a few weeks ago – “I am changing all my planning, I need to ensure that these ‘covid babies’ get what they need to thrive – they need interaction and experiences, for many they have missed out on play dates at soft play, birthday parties, farm trips, days at the beach and the opportunities to go to friends houses for coffee mornings and play dates.”
We know that to maximise a child’s development they must have the opportunities for social interaction and for a range of environmental and cultural experiences. So, I see this as a starting point for modern school readiness.
“What we learn with pleasure we never forget.” Alfred Mercier
There are often two differing views on school readiness – the holistic child centred view and the academic view. Really, there can only be one view – that the whole child is at the centre of school readiness. Because, like building a wall, if some bricks are not in place at the bottom securely, eventually the wall will tumble under the weight of all it holds.
For many parents’ toddler groups are a wonderful place where their children can explore and develop their communication skills and they can meet friends. They are also the breading groups for the “my child can” parents. I remember taking my eldest daughter to one of these groups when she was 3 and another parent telling us all that her son could already count to 20, he knew all his letter sounds and recognised his name. (At this point I just wanted my daughter to grown enough hair to look like a girl when she started school the following year). However, he did not leave her side. He did not interact with the rest of the children, he could not climb or scurry, he could not crawl or swing. When we sat for lunch, he would not join his friends, he sat on her lap and she spoon fed him. I did not say a word but watch as my daughter cut up her food after an hour of running and climbing, engaging in conversation with the other children about the slide and the big bear while she used her cutlery to eat her lunch. In my mind she was far more school ready, despite not knowing all her phonics at 3!
Children are only children once – they grow a little older every day and that all children are born to be able to learn. All children are unique, they are innately different and grown and develop at different speeds, they learn in different ways, and achieve different things, this is the bio-cognitive development process – the world would be boring if we were all the same.
So, as we get ready for another September when children excitedly, and nervously, start school and parents hold back tears at the school gates what does school readiness really mean in a nutshell? School readiness is about having the skills to be able to develop and learn in a school environment, which for the first year at least will continue to be play based in most settings.
As we continue to travel the covid school readiness pathway we know that every child has had a different experiences. We are all in the same storm but our journeys have been significantly different and for many children these journeys have shapes their formative years so far. We also know that, more so that ever before, parents have been their children’s educators, support and play mates.
Children need the opportunities to develop their building blocks of life before starting school, during school and then as adults they continue to add blocks. To do this they need opportunities to:
Socialise – allow children to play, to make mess and explore, to take turns and to learn to share and negotiate. Socialisation allows children to develop respect, empathy, kindness and cooperation skills.
Build their resilience – to explore and take risks, to learn from mistakes and keep trying, whether this is climbing a tree, building a model or playing a game.
Ensure their physical and mental health – we all know that being in nature is good for our mental health and wellbeing – it’s good for children’s too – so get outside in nature, explore, walk, climb, scurry, run and roll – it’s good for you!
Time to communicate, to speak and to listen – talk, read stories, tell stories, spent time with friends and family. Talk is key in a child’s development. Research shows that children who listen to stories every day hear up to 30 million more words that those who do not hear stories. The disadvantage gap in language at 5 is a strong predictor of how well a person will do at the age of 34. (Institute of Education).
“Reading and writing float on a sea of talk.”
Self-care – children should be able to manage their own basic self-care and secure attachments and modelling will help children develop these skills such as toileting independently, putting on shoes and socks, dress and undressing, asking for help and talking about their needs and feelings, using cutlery effectively to eat, holding a pencil to make marks.
Have secure attachments – children who have a secure attachment to their care givers are more likely to thrive, to take risks and to learn. These relationships help children to develop functional relationships in later life.
So… in that nutshell – school readiness is not about being ahead in phonics, writing or maths it is about being ready to learn these things in school. School readiness is about ensuring that a child has secure physical, emotional and neurological wellbeing – this is school readiness and everything else will come in time.
Rebecca Tarplett
TICK Hub Director and Early years Specialist
Comments