Following on from our fact-sheet about preparing for kindergarten, below we continue to explore the questions that most parents explore in regards to deciding if their children are actually read for school.
What is school-readiness?
School-readiness refers to the point at which a child is considered “ready” to enter the formal education system.
In previous generations, a child was considered “school ready” when she passed a certain age (for example, if she turns 5 before July 31).
Now, however, an increasing number of parents and schools are rethinking the idea of age-based “school-readiness”. Instead, they believe a child is school ready when she is academically, socially, physically, and emotionally ready to cope with the demands of the classroom and the playground.
To help parents decide if their child is ready for school, or for a new level of school such as Middle school or Secondary school, here are some things to keep in mind.
If you’re sending your child to Kindergarten, ask yourself:
- How well does my child socialize in comparison to same-aged peers?
- Can my child sit and focus when given an activity?
- Does my child respond to set boundaries?
If you’re sending your child to secondary school, ask yourself:
- Is my child mature or immature in comparison to peers?
- Is my child organized and motivated?
- How does my child feel about changing schools?
While it’s impossible to predict any child’s future, it’s important to consider if your child’s development puts her in a position to follow this timeline, or if it puts her in a position where at some point she is likely to be overwhelmed and falling behind.
As repeating grades is not recommended due to the impact of self esteem and friendships, delaying your child’s entry to Kindergarten, Middle School, or Secondary School may be your only chance to ensure that her schooling is appropriate for her development.
Research your child’s school
Before you decide whether or not to send your child to school, it’s a good idea to get a sense of the demands she’ll face by meeting with potential teachers, talking to parents at the school gate and observing students in potential playgrounds.
You are also encouraged to research the school curriculum, standardized testing such as the NAPLAN and the daily routines of the classroom. Ask an administrator at a local school, or contact your school board, to find out these details.
Assess your child’s skills
A child’s development is typically assessed in term of these four (4) categories: academic, social, physical and emotional.
If your child is developing at a similar rate to her peers in these four categories, you may wish to consider advancing her through school on a typical timeline. Children with significant developmental challenges, however, may have difficulty keeping up with their peers. In this case, it may be best to delay starting school until she can successfully cope with the common demands of school life.
At any new school level, your child will have to cope with academic demands.
- Is your child interested in learning?
- How developed are her language and communication skills?
- Does she seem interested in reading, writing, mathematics or creative activities?
- Can she pay attention and sit still for a (relatively) long period of time?
- Does your child show patterns of friendship that are age appropriate?
- Can she cope with conflict?
- How will your child react to unstructured play time at recess and lunch (for Kindergarten) or interacting with students outside her class (secondary school)?
Think about the emotional demands that will be required of your child at the new school level, and ask yourself if she can meet them.
- How does your child cope with setbacks or frustration?
- How often does she require comforting or reassurance?
- How independent is your child when eating, using the toilet, or getting dressed?
Consider your child’s gross and fine motor skills in relation to the physical tasks required by the new level of school. Can she independently do zippers or buttons to manage her school uniform?
- How does she find writing or using a keyboard? Does she have any disability or illness that will affect how she adjusts to school life?
Many children with difficulties in one or more of these four key areas may benefit from starting school at the typical time for their age group if their challenge is effectively addressed either in or out of the classroom.
For example, a child with physical challenges may “catch up” with regular visits with an Occupational Therapist. Social issues are best managed by a Child Psychologist. If you feel your child can handle the demands of school overall, but needs help with one specific area, it might be a good idea to seek support to address any challenges.
Talk to your child’s other caregivers and/or educators
If you’re not sure about your child’s developmental patterns, some of the most useful sources of information are staff at your child’s current school or pre-school. These professionals not only spend a lot of time with your child, but with many other children of the same age.
Get your child tested
If you have significant concerns about your child’s development, it can be a good idea to have your child assessed to measure where she is falling compared to her peers.
Standardized testing such as using the Griffiths Mental Development Scales (GMDS), Bayley Scales of Infant Development (BSID-III), Stanford Binet (Early SB5) or Wechsler (WPPSI – III) Intelligence Scales will break down different aspects of your child’s development, showing her strengths and weaknesses, as well as normative scores for her age.
If you have any questions or queries about standardized developmental assessments, please give us a call at the Quirky Kid Clinic on 9362 9297.
Information in this factsheet was obtained from interviews with Psychologist Belinda Jones and Kimberley O’Brien from the Quirky Kid clinic.