This guide will help you answer 2.1 Identify others involved in helping children prepare for school.
Preparing children for school involves a collaborative effort from various individuals and groups. As an early years practitioner, it’s important to understand who these key players are and their roles. Their involvement supports a smooth transition, laying a foundation for the child’s success. Let’s explore the key contributors.
Parents and Guardians
Role: Parents and guardians are the primary caregivers and the first educators of children.
Responsibilities:
- Emotional Support: They provide emotional security and help children develop confidence.
- Literacy and Numeracy: Engaging children in reading books, singing nursery rhymes, and basic counting activities.
- Social Skills: Teaching children manners, sharing, and turn-taking.
- Routine Establishment: Introducing a routine similar to school, including sleep schedules and meal times.
Parents’ engagement sets the tone for a child’s attitude towards learning.
Early Years Practitioners
Role: Early years practitioners work directly with children in settings such as nurseries, pre-schools, and childminders.
Responsibilities:
- Assessment: Observing and recording children’s developmental milestones.
- Personalised Learning: Tailoring activities to meet individual needs.
- School Readiness Skills: Focusing on language, motor skills, and independent tasks such as dressing and hygiene.
- Parent Communication: Sharing insights and strategies with parents to support home learning.
Practitioners create a bridge between home and school environments.
Teachers
Role: Reception or primary school teachers who will receive the children into their school setting.
Responsibilities:
- Transition Activities: Engaging children in visits to the new school or sending home introductory materials.
- Baseline Assessment: Understanding each child’s starting point to plan appropriate learning experiences.
- Liaison with Early Years Settings: Sharing information with nurseries or pre-schools to understand each child’s needs and strengths.
Teachers prepare the school’s environment and curriculum to meet incoming children’s needs.
Health Visitors
Role: Health visitors are public health nurses who help monitor children’s health and development.
Responsibilities:
- Development Checks: Conducting assessments at key ages and stages.
- Early Intervention: Identifying and addressing any developmental concerns early on.
- Parent Education: Providing guidance on nutrition, physical health, and psychological well-being.
Health visitors ensure children are physically and developmentally ready for school.
Special Educational Needs Coordinators (SENCOs)
Role: SENCOs support children with special educational needs (SEN).
Responsibilities:
- Identification: Recognising children who may require additional support.
- IEPs (Individual Education Plans): Creating tailored plans to support children’s learning.
- Resource Allocation: Coordinating resources such as speech therapists or occupational therapists.
- Staff Training: Guiding early years practitioners and teachers on inclusive practices.
SENCOs ensure that children with additional needs get the support they require to thrive in school.
Speech and Language Therapists
Role: Specialists who address communication issues.
Responsibilities:
- Assessment: Evaluating a child’s speech and language development.
- Therapy: Providing targeted interventions to improve communication skills.
- Parental Guidance: Offering strategies for parents to use at home.
Good communication is crucial for successful learning and social interaction in school.
Occupational Therapists
Role: Practitioners focusing on improving children’s ability to perform everyday tasks.
Responsibilities:
- Motor Skills Development: Assisting children in developing fine and gross motor skills.
- Sensory Processing Support: Helping children who have difficulties processing sensory information.
- Equipment Provision: Suggesting tools or modifications to aid daily functioning.
Occupational therapists ensure that physical readiness does not hinder school performance.
Peer Group
Role: Other children in the early years settings or future classmates.
Responsibilities:
- Social Learning: Children learn norms, values, and behaviours by interacting with their peers.
- Cooperative Play: Developing teamwork, problem-solving, and interpersonal skills.
- Confidence Building: Gaining confidence through successful social interactions.
Peers play a significant role in helping children adjust and feel comfortable in group settings.
Community Support Groups
Role: Various local organisations providing resources and support to families.
Responsibilities:
- Workshops: Offering workshops on school readiness topics.
- Parent Networks: Creating support networks where parents can share experiences and advice.
- Resources Distribution: Providing access to educational materials and activities.
Community support groups can provide additional resources and support to families.
Conclusion
Preparing children for school is a multi-faceted task that involves a network of people working together. Parents and guardians, early years practitioners, teachers, health visitors, SENCOs, speech and language therapists, occupational therapists, the peer group, and community support groups all contribute significantly. Understanding their roles helps to create a cohesive approach ensuring the child’s successful transition into school. Working collaboratively with these individuals maximises the support available to children and sets the stage for their future educational journey.
