School Readiness - School Social Climate

3.1.5 School Social Climate

The Exemplary Schools Project done by the Canadian Education Association (1995) found that one of the essential characteristics of high-achieving schools was their psycho-social climate. Learning is facilitated when the social environment is secure, supportive and focused on learning. This applies to young children as well. Indeed, the social climate of the school is likely to be far more important as the child begins school.

Cooney (1995) goes as far as to ask the question, are we talking about readiness for school or readiness for the school's culture? She bases this question on her experience studying schools in the Rocky Mountain region of the United States. Although the majority of students in these schools come from Hispanic, Indian and other cultures, the schools continue to present a culture based on the white, Anglo-Saxon culture. For example, although the students seemed gifted in their drawing abilities, the entry tests were based solely on understanding print-based concepts. Another example, was the practice of teaching these children specific skills from a kit titled, " Preventing School Failure". As well, the curriculum for these young children did not address their social needs. Instead of stopping to address the problem of several children interrupting the class, the teacher continued to focus on academic progress.

Social Support from Peers

Another source of social support to young children is their peers. Children who are unable to form close or satisfying relationships with peers should be a source of concern to parents and teachers alike. Especially critical are the skills needed to initiate and maintain social relationships, to resolve conflicts and to build a sense of social self-confidence. (Burton, 1986)

The factors that contribute to peer-related problems in young children include aggressive social behaviour, differing backgrounds or physical appearance, family problems and reputation as an outcast. To overcome these problems, schools can help young children by:

* · offering social skills training

* · adult interventions

* · organizing non-threatening social experiences in small groups or one-on-one

* · assigning cooperative classroom projects

* · organizing friendship circles for students with disabilities

* · allowing students to express their concerns about their relationships

Kemple (1992) has offered similar suggestions that are geared for the young child. She suggests:

* - careful observation as a first step

* - organizing play activities to pair the child having problems with a socially competent child

* - using plays, puppet shows and simulations to show alternatives to aggression and conflict

* - structuring play experiences to create small spaces (tents, large empty boxes etc.) that encourage one-to-one play with a child having problems

* - on-the-spot guidance and prompting by the teacher or other adult

* - involving the parents if appropriate

Other sources have suggested that schools should emphasize an inviting, creative environment and plan the transitions between play and other activities carefully.

The continuity in the child's experiences at school are also important in creating a welcoming social environment. This can be achieved through a regular daily schedule, through class groupings that have the same teachers and children interacting at different primary grade levels, by providing day-care and after school programs on school sites, by providing specialist services to children in the classroom rather than pulling them out of the class and by using individualized transition plans for students as they progress through the grades.

Finally, promoting a sense of community within the school and in the classroom is an essential element to a welcome, supportive social climate.

Go to these pages for more on school readiness efforts:

3.1.1 Kindergarten

3.1.2 Instruction

3.1.3 Curriculum / Learning Outcomes

3.1.4 Student Assessment

3.1.6 School Physical Environment

3.1.7 Involving Parents

3.1.8 Early Prevention

3.1.9 Poverty

3.1.10 Special Needs

3.1.11 Support from School District, Ministry and Other Agencies

3.1.12 Monitoring Progress

Also, go back to the Introduction for more on parents, agencies and community readiness efforts.