It is observed by asking a number of parents about what they look for when choosing a child care centre or preschool for their child. Many parents are amazed by the term school readiness program and parent group Melbourne and discuss excitedly that their child care centre, preschool, or family day carer offers a school readiness program. There are many misconceptions that a child is ready for school when they can recite the alphabet, count to 20, write their name and tie their shoes. These skills are all good things, but these are not the foundations for positive learning experiences in the school environment.
Consider early childhood education crucial:
We should consider the child who cannot yet recite the alphabet, count to 20 or recognize a circle, and yet is at an age that the state government requires they must attend kindergarten. It is suggested that a broader, more inclusive term that we should be using in our early childhood services, that is foundations for learning. We can be supporting the essential foundations for learning for all children, regardless of whether they are attending school the next year, and in doing so facilitating a rich learning experience that encourages the overall growth and development of each child.
It does not need to be a separate part of the readiness program Melbourne that sets a benchmark that children must attain in their development before they can be considered ready for school. We should consider for a moment a child who can recite the alphabet. They are showing good memory skills, having learnt the names and order of the letters. However, it is not a foundation for reading as some would think. We should consider the child who does not necessarily know how to recite the alphabet but who enjoys spending time looking at books, pretending to read a story to themselves; who makes up nonsense words in rhythms and rhymes; who take an adults hand when reading, points to the writing.
Early childhood education can develop skills:
The ability to tie one’s shoes is not an indication of being ready for school, especially in this day and age of slip-ons. However, an ability to care for one’s self and be independent in the tasks that are required for day to day life develop in a child a sense of achievement and independence. These skills, in turn, lay a foundation for achievement in learning and a sense of accomplishment, supporting a child’s motivation for greater achievement and further desire to be challenged and grow. It is known the difference can be subtle, but it can cause parents group Melbourne and educators to be caught in a trap of task-oriented learning rather than overall foundations for life.