School readiness is a measure of how prepared a child is to succeed at school and involves two types of readiness – a readiness to learn (which is continuous) and a readiness for school (which is associated with a fixed age).
It depends on both emotional maturity and scholastic ability.
It is split into different areas and, although these areas are separate, they do interact with and reinforce each other. Children need to be developed across these key five areas.
- Physical and motor development: This encompasses gross motor skills, such as running, skipping, and standing on one leg; and fine motor skills, such as comfortably using a pair of scissors, or successfully doing zips and buttons. It also includes perceptual development, both visual and auditory; as well as the child’s ability to take care of themselves (for example, using the toilet by themselves).
- Emotional and social development: A child who is emotionally well-adjusted gets along with peers, and can interact within a group. They can express feelings and needs; share; sit still (for example, to listen to a story); concentrate on a task for a reasonable amount of time; and deal with frustration in an acceptable way.
- Cognitive development: A child who is ready for school can make independent decisions and follow through on these; have ideas of their own; and follow simple directions or instructions. They will show an interest in learning.
- Language development (includes literacy, listening, speaking and vocabulary): A child who is school-ready should be able to communicate effectively in their home language; be able to sequence (retell a story or a set of events) and be able to identify similarities and differences between objects.
- Emotional maturity: Emotional maturity is indicated by independence; reasonable control over emotions; basic problem-solving skills; confidence; and the ability to show responsibility and handle separation well.
(Content issued on behalf of St Martin’s by G&G Digital).
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