School Readiness - Student Readiness to Learn and School Readiness to Teach: An Introduction

1.0 Student Readiness to Learn and School Readiness to Teach: An Introduction

Canadians are becoming increasingly concerned about the well-being of children in our society. The readiness of Canadian children to learn as they begin school is a vital part of that concern as we prepare young people to be lifelong learners in the 21st century.

It is tragic to see the loss of self-esteem within some young children when they experience difficulties adjusting to school. Society loses as well when these children have trouble and are subsequently less able to become contributing and caring members of the community.

As researchers show us the importance of the first years of life, considerable attention is being directed towards the importance of supporting families and of having high quality preschool programs. However, there has not been as much focus on the school's readiness to teach and support young children and their families as they make the critical transition from home to school. Are the schools' programs and staff adequately prepared to help these young students?

Schools can enhance their readiness to respond to the diverse needs of children entering the formal school system by reaching out to other partners in the community. Efforts within the school can be matched with those of families, other agencies and the community in general.

Research using data from the National Longitudinal Survey of Children and Youth (NLSCY) can help school administrators plan and implement programs that increase the readiness of their schools.

Varying Levels of Readiness

The first six years of life lay the foundation for the knowledge and skills required for successful school adjustment and later adult competence. The readiness of a child to make the transition from home to school is the result of a complex web of inter- actions between the child's genetic endowment and the child's family and community.

A child's readiness to learn can be defined in terms of five domains:

v physical well-being and motor development

v emotional health and a positive approach to new experiences

v social knowledge and competence

v language skills

v general knowledge and cognitive skills.

A child's approach to learning, or learning style, is another aspect of readiness to learn. As a child grows up, his or her development progresses through sequential stages for each of the domains. Each stage builds on the previous one in terms of the abilities learned. Development in one domain affects development in the others.

In the early years there are specific times, or windows of opportunity, when a child is developmentally ready to develop more advanced skills with appropriate stimulation. If these most teachable moments are missed, a child may have difficulty learning a particular skill later and development of other skills may be impeded.

The child's readiness to learn is strengthened by supportive and supported families and caring, well-served communities. These sources of support for the child can be coordinated with the school's readiness.

The School's Readiness.

The school can be prepared for young children by ensuring that their policies, programs and practices are all developmentally appropriate.

Developmentally Appropriate Policies, Programs and Practices

Research indicates that the learning experiences from Kindergarten to Grade Three are most beneficial if they emphasize the social development of the child while gradually introducing academic content. Kindergarten is seen as a transitional year to acquire social skills and routines.

Grade retention or screening policies that delay the entry into regular Kindergarten are not viewed by researchers to be beneficial. Student grouping should allow flexibility.

Instructional programs and strategies in the early grades are most effective if they are geared to the active, exploratory nature of the child's learning at this age. Tutoring can address specific problems or gaps in learning, while support services can help children and parents. Teacher professional development in early childhood education needs to be emphasized and supported.

Teachers can create a stimulating environment for young children by accommodating a variety of learning styles and interests in the classroom.

A Community-School Approach

An effective school response can be part of a comprehensive, cooperative approach with families and other agencies in the community. This approach promotes favourable conditions for all students, prevents risks for some students, assists students identified as having problems and integrates those who have had difficulty.

The strategies to make your school ready can be differentiated by the students to be served. First, the school can reach out to preschools and day-care programs to co-ordinate programs with Kindergarten and to ensure a smooth transition process. Second, the learning environment at school for all children can be enhanced through developmentally appropriate curricula, teaching methods, class groupings and classroom resources. Third, remedial interventions for children having difficulty can be developed in co-operation with parents and other agencies. Instructional strategies, support services, social support from parents and the physical environment can all be part of your readiness plan.