i s not Education at a ll Building Emotional and Social Competencies to Facilitate Effective Transition to School Presenter Rose Young Shirley Lin What is school readiness and why is it important ID: 634192
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Slide1
“Educating the Mind without Educating the Heart
i
s not Education at all”
Building Emotional and Social Competencies to Facilitate Effective Transition to School
Presenter
:
Rose Young
Shirley LinSlide2Slide3Slide4
What is school readiness and why is it important?
Evidence from Anglicare ECEC services
Lessons for people working with vulnerable childrenSlide5Slide6Slide7Slide8
Is tracking
school readiness important?
Children who commence school without
developing vital SR skills are 'at
risk' of not achieving future academic, social and occupational
success
(Newton 2007
)
School ‘unreadiness’ is expensive. Later
attempts to compensate for unreadiness are much less effective and will be more
expensive
(
Bruner et al, 2005
)
If
it is not assessed, it’s not
addressed. We’ve
develop a standardised tool that help us to track how well our children are prepared for
school
Slide9
Developing a School
Readiness Assessment tool
The NSW Department of Education and Training
initiated a
research
to
understand the
most influential factors
in successful transitions to school.
11
key
factors
in successful transitions to school :
Take turns & share with other children
Enter a group, game or discussion
Participate cooperatively in group activities
Show basic concern & interest in others
Cope with ‘losing’ in games or mild rebuffs by another child
Cope when a parent is not present
Follow directions by an adult other than parent/family member
Request assistance from an adult other than parent/family member
Communicate needs, wants, ideas & feelings to peers and adults
Sit & listen in groups
Following basic
rules
Evaluation Framework Schools as Community Centres 2012. C. Quinn Consultancy Pty Ltd for NSW Dept. Education and Training
Slide10
W
hat
kind of key skills
are
the most influential factors in successful transitions to school?
Slide11
Why
social and emotional skills are
the most influential factors?
Social
skills
Early
social competence is a
significant
predictor of academic achievement, over and above early cognitive
abilities
(Romano et al. 2010
)
Early cognitive
abilities
children feeling connected with their peers
& feeling
emotionally
secure
later
in life
Kindergarten
students with higher pro social skills were
more
likely to graduate from college and get a job. Those with low pro social skills were more likely to be in prison, social
housing,
ectSlide12
Why social and
emotional
skills are
the most influential factors?
Emotional
skills
Emotional maturity is a pre-requisite for effective
learning
(
Pieterse
2012)
When children struggle
to appropriately communicate needs, wants and feelings to
peer/adults
, they won’t feel as confident and competent to fully learn and take part in
school
Neuro
science research shows- when
we
are happy
we
retain more
information!
Slide13
Why social
and emotional
skills are
the most influential factors?
children’s transition to school requires them to
adapt:
highly personalised relationship less personalised relationships
e
nvironment with limited range of ages an institution with children of many ages
“For many children, academic achievement in their first few years of schooling appears to be built on a firm foundation of children’s emotional and social skills”
(Ladd,
Kochenderfer
& Coleman, 2007)
A lack of social/emotional competence will be a
key barrier
to learning and engaging in class; but the other competencies can be learned if social/emotional competences are present.Slide14
We utilised the result of the NSW Department of Education and Training’s research to develop a standardised School Readiness Assessment
tool
If
a child can demonstrate 8 or more of
the 11
capabilities, they will be considered ready to make a positive transition to
school
Our ELC’s educators use this tool to
rate
children 12 months (and 6 months) before
they
need to make the transition to
school against
these set of
competencies. This give educators time
to
address each child’s gaps
The SR
competencies are measured based on the relationship educators have with children and families, rather than on a single moment in time
assessmentSlide15
Social-emotional problem among young children are common
10-14
% of children between 0-5 years old experience social-emotional problems that negatively impact their school readiness
(
Brauner
, C.B. & Stephens B.C. 2006
)
Poor attachment
can negatively impact children’s social-emotional
health
2/5
2 year olds
in early care and learning settings had insecure attachment relationships with their
mothers (
Chernoff
, J. J. et
al.
2007
)
Less
than 1% of young children with
social or
emotional behavioural
problems
are identified
(
Conrny
, 2004
)
We
should all take actions to identify social and emotional difficulties in young children at an early stageSlide16
What
have we found
?Slide17
How did we use the data?
Services use the assessment results to respond to the gaps and provide a tailored curriculum that will help develop these skills.
Providing clear information helps families to understand the factors, other than a child’s age, that are important foundations for school. Slide18
Correlation
analysis
useful when designing interventions to improve capabilities that children struggle withSlide19Slide20
Build relationships
Provide safe and secure spaces
Encourage the learning of life skills and independence
Support parents and carers to allow children to follow directions and make simple choices
Games to encourage conversation, turn taking and grit
Explore emotions
Make it fun!Slide21