School Readiness
Most brain development occurs by the age of 5. However we see that this critical periods of brain development (under 5 years) is not used to its best capacity. Excessive screen time, reduced bonding with the child due to parents careers or lack of stimulus can cause delays in the child. Yet they are expected to start school at 4, assuming with age and a good school, all the readiness skill will automatically manifest over time. But in reality, it is not so.
Because the foundation laid from the very beginning is not strong, children with developmental delays /concerns struggle and if not addressed early when the brain grows at its fastest it, becomes difficult for them to function in school.
Before we understand school readiness, let’s see what are the milestones between 3-5 years in the domains which are often overlooked. While issues like Motor delays (not walking, not sitting) are often picked up by family, milestones like social emotional and language domains are trickier to pick up. Even when delay is observed, many prefer to wait and watch. But this delay can hamper further development. So here is what’s expected in these domains and how to build up on it.
Developmental perspective
Milestones expected for the age
Socio emotional
· By 3 years child has elaborate imaginative play, likes interaction. Child is independent with activities of daily living (toilet, feeding and dressing).
· By 4 years knows gender and age. More imaginative play is observed.
· By 5-6 years likes to spend time with friends. Can understand and follow simple rules and directions. (Do see our section on play for more details about types of play)
Cognition/ Intelligence
Between 3-5 years, the child knows alphabets, numbers, letters, colours, shapes and counts.
Note– not referring to the phonics or rhymes learnt from screen which are often repeated with no social interaction.
For eg – child calls daddy and mummy occasionally but says rhymes and A-Z more often is a red flag and a cause of concern. In short through and fro interaction is a must.
Communication
Language has two components receptive (understanding) and expressive (spoken).
3 Years-
· Knows simple position words (eg- on, under), knows opposites.
· Can speak 250 words. They would have 3 to 4 word sentences and can use nouns.
· Can answer what and where questions.
4 Years-
· Follows a command with more steps.
· Uses 4 word sentences.
· Answers where questions, tells stories.
· Others can understand completely what the child ‘s saying.
5 Years-
· Understands adjectives, answers why question.
5Rs of Early Childhood Education
As stated by American Academy of Paediatrics to develop school readiness is encouraging parents to-
1. Read together everyday as this will help in language and bonding. (www.reachoutandread.org has free e books) 2. Rhyme-play (sing,talk) that helps language and healthy relationship.
3. Routines- regular and consistent sleep, feeding and play time.
4. Rewards-praise and appreciate the child’s efforts.
5. Relationships-safe and secure.
Note
There is nothing like boys speak late or family history of delayed speech leading to delay. Seek help if there is delay. A child with delay if made to attend pre school without addressing the delays, will have a difficult time at school. There is nothing like they will mingle with other kids and will learn when the delay is significant.
Teacher’s Perspective
What School Looks For?
1. Physical – eye hand coordination, body balance and strength, small muscle control.
2. Personal- Able to relate with familiar adults and friends. Also understands ones emotions and use it appropriately.
3. Expressive – enjoys art, music, plays games.
4. Literate- pays attention in class, expresses needs in words, asks and answers simple questions.
5. Numerate- knows primary colours, pre math concept (eg big /small), shapes.
6. Knowledgeable- recognise people and areas there, express emotions.
What Teachers Want from Parents? Exposure from Parents.
- Create a daily routine. Spend quality family time together. Explore the world and speak about all the things on the way.
- If parents are bilingual, use both languages completely while talking to the child. Allow the child to talk. Ask how they feel. Listen to them when they talk, with eye-contact.
- Provide a lot of hands-on activities, involve the child in daily chores, Expose the child to various tastes/ smell and allow them to make a mess. Their brains are at work so do not interrupt them.
What Teachers Want from Parents? Behavior Learning.
- Children need a firm correction rather than a strict one. Make sure to not hit or scold the child. They are still learning and growing every day.
- Discourage children from jumping on the beds and sofas or break things in the house.
- Be conscious of the language and body language used at home. Children absorb everything in their environment and repeat it at school or outside. Try as much to lead by example and behave the way you want your child to behave.
When Issue Arises?
Your child will be observed and monitored by everyone at school or even at home with family. It is natural for them to spot anything out of the ordinary.
If a teacher/family member says compared to peers, the child is not able to sit in one place, follow group instructions or not mingle with others – please take it seriously and act early.
Discuss more with your Paediatrician/Developmental team
Discuss with your Paediatrician/ developmental team concerns if any about the child’s development and liaise with school to ensure a holistic development.
Learn more about individualised early child development stimulation. Before enrolling for a formal school, check which is the best curriculum. The are now several alternative curriculum available that will suit the child.
Special Thanks To Spurthi Jois, a Montessori Teacher for Providing Us With Teacher's Perspective.