Smooth Transition: Role of Parents, Schools, Teachers and Other Caregivers

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Role of Parents, Schools, Teachers and Other Caregivers

Ready Schools: Their Role

Ready Schools

Ready Schools

  • The pre-primary centers/schools can organize parent education workshops and work with parents, creche workers and other community institutions and members to prepare children for pre-primary school. Such planned interactions will help the teacher gather relevant information about children’s skills and talents as well as about their special needs.

  • In the same way, when the children progress from pre-primary to grade one, teachers of the primary school and parents need to be involved with pre-primary teacher to understand the progress and attainment levels of their children.

  • Pre-primary and primary schools should be ready to welcome children in terms of infrastructure, balanced and developmentally appropriate programme and daily schedules, teaching learning material and teaching strategies, supportive learning environment and appropriate teacher-student ratio.

  • A ready school curriculum is drawn up based on children prior experiences and skills and meaningful experiences.

  • Secondly, schools must respect individual differences amongst children in terms of language, culture and exposure to learning. This is possible if the schoolwork’s in close collaboration with the home and community. Young children in an ECE Centre need easy access to child-friendly toilet facilities, accessible lockers/shelves and other storage space.

  • It will be good if the ECE Centre is located within or near the primary school. Classrooms should be inviting and have a print-rich environment which should be changed from time to time to enhance children’s interest, observational and learning skills. All displays meant for children should be kept at the eye level of children.

Ready Teachers and Other Workforce: Their Roles

  • All the teachers and caregivers should have a good understanding of a quality programme and children’s developmental characteristics. The knowledge of developmental characteristics helps them to plan and modify the programme, based on the needs, interests and capabilities of children.

  • The teachers and other adults who surround the children should be good observers so as to understand each of their children and match changes in the daily programme, if needed. Teachers and other support staff should first of all provide emotional security to the children and make classroom atmosphere supportive.

  • The daily programme should be flexible and the approach should be play-based. They should share their observations of each child, to help create a supportive environment.

  • Teachers and other personnel of ECE centers and primary schools should get appropriate training to handle young children. Regular interaction, formal or informal, between pre-primary and early primary teachers make the transition further simpler.

  • All teachers and staff of ECCE centers should be provided with opportunities for upgrading their skills and competencies through in-service training programmes, workshops and refresher courses.

Planning and Designing Activities for Different Components of School Readiness

The success of any activity depends on how well it is prepared and implemented. Reading and writing also require preparation, especially when it has to be taught to young children. Introduce the skills only after children are ready both physically and mentally. The teacher should plan simple and interesting activities to promote development in each domain.

Some exemplar activities in different domains of development are:

Language and Cognitive Development

Language and Cognitive Development

Language and Cognitive Development

Before learning how to read and write, children should be able to express themselves clearly and understand others. Hence, the teacher should first provide children with such experiences that promote language development before they introduce reading and writing to them. Certain activities that are helpful are:

  • Conversation (free and guided)

  • Storytelling and rhymes

  • Play (structured and unstructured)

  • Solving riddles

  • Make-believe play / role play / dramatics

  • Excursions and walks

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