The main aim in preparing a child for the transition into Kindergarten is to support confidence and independence in the child. There are a number of models that early educators use to assess a child's readiness to make a smooth transition to school. Different modalities focus on different aspects and theories of child development to ascertain a child's level of “readiness.” While some models rely solely on “acquired academic skills” such as counting to ten and name writing, other models assess a child's social competence, such as an ability to get on with others and cope emotionally.
There has been an awakening in recent years by the general community in realising the role of carer givers of young children as educators rather than merely “child minders”. A discussion paper on school readiness issued by the NSW Parenting Centre in 2003 noted the interesting paradox that this realisation has developed into a push on Early childhood services is in the direction of “more structured learning such as pre-reading and pre-numeracy skills to ensure that their children are „ready for school‟ and are not falling behind in a knowledge acquisition race, while researchers and early childhood educators are recognising the importance of less structured aspects of early childhood learning on children‟s readiness for school.”
Full paper available at: www.community.nsw.gov.au/docswr/_assets/.../school_readiness.pdf .
Another website, “The Aussie Childcare Network” states in their document on School Readiness Programs: “There is always a misconception that children should be “taught” in preschool. Yes we should teach the children through their interests and needs but not because they require academic success to begin school. It is our duty to assist a preschool child in transitioning to school through a variety of experiences and making each a confident learner, they have the rest of their lives to be taught.”
Available at http://www.aussiechildcarenetwork.com/school_readiness_program.php
Our aim at Nature's Nest is to support the unfolding child as they move through the developmental phases of childhood. We aim to nurture happy and confident children with a fully developed imagination to form a sturdy platform for life-long learning. To quote Albert Einstein: "Imagination is more important than knowledge." A child who is happy and confident and who has had the opportunity to physically mature has a natural curiosity and yearning to learn all about the “adult world.”
Our daily rhythm incorporates a variety of social settings for children to develop the social confidence, language development, pre-reading, pre-mathematical and the budding independence required for the kindergarten classroom. Following our daily rhythm provides children with the security of knowing what comes next. Our rhythm is “purpose built” to ease children into gaining independence.
Children at Nature's Nest have a lot of opportunities to practice self-management such as independent toileting, putting on their own shoes and hats and accessing their lunch boxes and drink bottles. Older children are encouraged to assist the younger ones, this cultivates a caring attitude towards others; A valuable attribute to bring into any school community. The self-confidence that is gained from a child who has experienced a daily routine in an environment where a caring relationship has been established with others and their surroundings creates a child who is a willing participant in a primary school environment.
Group activities where all children participate, such as circle songs and bread baking, provide children with the opportunity to learn how to contribute in a group. We use simple songs which introduce everyone by name and encourage group harmony. Learning to share with others and negotiating any conflict which may arise can be facilitated with guidance and modelling from the caregivers. The conversations during our activities at the table provide the opportunity for practicing the sharing personal stories and listening to others.
During our free play times, children can experience less formal and more free-flowing relationships. Here, children can explore making new friends, taking turns, sharing, negotiating social conflict and expressing their needs to others, including other children and caregivers. In this setting children are allowed time to resolve conflict. Giving children time to explore how to resolve conflict with others builds confidence and skill in conflict resolution and provides the social negotiation skills required in a classroom or playground.
Children who show an interest are encouraged to join in with the daily living tasks such as, cleaning the table, sweeping, setting the table and handing out the lunchboxes. Sharing the responsibility of daily living tasks fosters an attitude of helpfulness and participation.
At Nature‟s Nest, basic “academic” learning is integrated into all of our daily activities. This kind of natural learning suits the age and developmental stage of the young child. For example, we learn shape recognition by making a game out of finding all the same shaped blocks to pack together at the end of playtime. The simple act of packing away coloured cloths so that the same colours are together on the shelf builds colour awareness. Learning letter recognition is begun by observing the bread tags that each child receives to differentiate their bread on the tray. Finger games and songs incorporate counting, and build vocabulary, while story time encourages an extended period of listening. Our range of daily art/craft activities incorporate the development of fine motor skills while our afternoon games build physical confidence and gross motor development.
The integration of music, art and academic teaching with the daily activities inspires creative and invigorated learners. Our aim school readiness at Nature‟s Nest is to foster confident, emotionally stable children who maintain a natural inquisitiveness and desire to learn.
"Education Is Not the Filling of a Pail, But the Lighting of a Fire" William Butler Yeats (Poet, 1865-
