Page 14 - LESSION 19.pmd

Smooth Transition

• Learning to identify and name shapes and colours

• Have opportunities to listen to and make music and to dance
Notes
• Know the difference between print and pictures
• Listen to stories read to them
• Have opportunities to notice similarities and differences

• Are encouraged to ask questions
• Understand simple concepts of time (night and day, today, yesterday,
tomorrow)

• Learning to sort and classify objects
Teachers agree that key indicators of children’s social and emotional readiness
for preschool and first grade are:

i. Readiness to accept new responsibilities and greater independence

ii. Strong enthusiasm for learning
iii. Ability to make new friends and the ability to respect others

The focus of the school readiness programme is on making sure that children are
emotionally and socially mature to succeed in school.

19.3 ROLE OF PARENTS, SCHOOLS, TEACHERS AND OTHER
CAREGIVERS

When young children enter the school for the first time, they tend to compare it
to their home. Therefore, the school environment needs to be stress-free and
inviting so that they feel secure. Teachers must try to establish a rapport with
them and keep them happy. This would make them emotionally secure. Young
children may not enter school well prepared unless their parents, families and
communities provide the environment and experiences that support their holistic
development to be furthered in the school. The process of readying children for
school includes:

• Ready children

• Ready parent, families and communities
• Ready school

• Ready teachers and other workforce

19.3.1 Ready Children
When children enter a preschool, the teacher needs to observe and assess their
preparedness while they are engaged in different activities. The teacher should

176 EARLY CHILDHOOD CARE AND EDUCATION