School Readiness (part 2)

To prepare for school entry, Prep teachers provided me with this list of skills that are important for 5-year-old children to master. If a child is missing several skills in several areas, then developmental assessment by an Occupational Therapist, may be needed. Gross Motor, Language, Self-Care and Social-Emotional skills are necessary for children's co-operation and participation, as well as skills discussed previously on the previous School Readiness Blogspot (part 1). 

preschool photoshoot: snack time
Snack time is a social occasion at Prep. Children use language, self-help, and social skills.
"preschool photoshoot: snack time" by cafemama is licensed under CC BY-NC-SA 2.0 

Emotional regulation is important for positive behaviour and participation in everyday activities. Difficulties with language may frustrate a child when trying to communicate. Listening is important for taking part in group and individual activities. Lack of attention, vision or hearing difficulties may impair a child's learning ability. These are some of the expectations for school entry (5-year-old) for Prep.

Self Help

  • Uses a napkin to wipe hands and mouth during and after meals
  • Peels fruit, pours a liquid, spreads a soft spread, removes a wrapper, inserts a straw
  • Opens most lunch boxes
  • Washes and dries hands, and/or applies hand sanitiser without assistance
  • Combs or brushes hair thoroughly
  • Adjusts water temperature on tap
  • Has no toileting accidents
  • Adjusts clothing before leaving the toilet
  • Blows and wipes nose
  • Learning to use a knife and fork, if demonstrated by parents (or suitable eating utensils).

Social/Emotional

  • Usually is in a positive mood
  • Displays a capacity for humour
  • Not excessively dependent on adults
  • Co-operates in play
  • Shares and takes turns
  • Shows an interest in others
  • Comforts a playmate in distress
  • Copes adequately with rebuffs
  • Is appropriately assertive
  • Gives clear reasons for their actions
  • Expresses frustration and anger without escalating disagreements or harming others
  • Does not draw inappropriate attention to himself or herself
  • Uses imagination in play
  • Makes eye contact
  • Participates in discussions and negotiations
  • Enters a group successfully
  • Has some positive relationships with peers
  • Be named by other children as a friend

Language (if concerns exist in this area, refer to a Speech and Language Pathologist)

  •  Repeats a four numerals
  • Repeats a five word sentence
  • Uses a six-word sentence with correct grammar
  • Talks about events which are happening, have happened, or might happen
  • Explains why something happens, such as 'Mum's car stopped because it was out of petrol.'
  • Explains the function of objects, e.g. 'This scrunchie keeps my hair out of my eyes'
  • Follows three directions, such as 'Stand up, put your shoes on, and wait by the door.'
  • Say how he / she feels and tells you their ideas
  • Becomes interested in writing, numbers and reading
  • Speaks clearly enough to be understood by most people
  • Understands the basic concepts of more, less, many, few, first, middle, last, high, low, wet, dry, big, little
  • Tells their full address
  • Recites their phone number
  • Tells parent's or carer's first and last names
  • Says how they feel before acting
  • Asks for assistance when needed
  • Stays on topic during a conversation
  • Retells a simple story
  • Knows some nursery rhymes, songs, and stories.

Gross Motor

 running child
Mobility skills are important for children's participation indoors and outdoors.
"running child" by Meredith Leigh Collins is licensed under CC BY-ND 2.0

  • Runs up on forefeet and changes direction without stopping
  • Walks easily on a narrow line
  • Gallops with either foot leading
  • Sits cross-legged on the floor for the duration of a story
  • Stands on one foot for 8-10 seconds
  • Stands on one foot with arms folded
  • Jumps with legs coordinated together and continues jumping forwards
  • Climbs on playground equipment
  • Skips on alternate feet
  • Hops on one foot (up to 10 times)
  • Throws a ball overhand
  • Catches a ball mainly using hands (10cm diameter ball)
  • Bounces a ball 2-3 times (15cm diameter ball)
  • Runs and kicks a ball
  • Ascend and descend stairs alternating feet without holding on

If you are concerned about your child's readiness for school, discuss their development with education and health professionals. Early intervention provides an opportunity for children to catch up with peers.


Sandra Kirkwood, Occupational Therapist provides assessment of children's development, functional skills and school readiness.
Mobile: 0488 624 362
Read more at: https://wynnumoccupationaltherapy.blogspot.com

 


Comments

Post a Comment

Popular posts from this blog

Zones of Regulation™ -- Self-Regulation and Emotional Control

 Zones of Regulation ™ is a curriculum designed to foster self-regulation and emotional control. Written and created by Leah M. Kuypers, Occupational Therapist, the resource is published as a book (2011). Read more at www.socialthinking.com/    This term, I am piloting the Zones of Regulation ™ with students during Occupational Therapy sesions--individual and small groups. The students are Prep and Primary School students who were referred to me with ADHD or ASD--having learning difficulties and conduct disorders at home and school. The goal is to gain better understanding and emotional regulation in all areas of living, especially for being in a suitable state for learning at school. I have previously used other self-regulation programs such as the Alert program, but currently pilot the Zones approach to determine suitability. Chapter 1: Get Ready provides the background. This chapter explains who can teach The Zones of Regulation? Who will benefit? How does it work? ...
Read more

School Readiness (part 1)

Image
With the new school year fast approaching, Prep Teachers were asked what skills children need to start school. I was provided with a list that allows parents and caregivers to check if their child's developmental milestones are on track.  "Writing" by dotmatchbox is licensed under CC BY-SA 2.0  If children are yet to acquire skills in several areas, they may need referral to an Occupational Therapist for further assessment, and advice on skills development. Occupational Therapists assess development, especially school-related functional skills. Fine motor skills, visual perception and thinking skills are important for manipulating tools in the classroom, handwriting, and carrying out activities of daily living.  Referral can be made through local doctor (Medicare funding). Early Childhood Teachers usually spot areas that require further development. It is helpful to bring education and health reports and background...
Read more

Occupational Models and Creative Communities

Image
Occupational Models are used to understand and sustain relationships between people-environment-occupations Participants explore environments at Indy Children's Museum "Indy Children's Museum" by navets is licensed under CC BY 2.0  Health, according to the World Health Organization, is "a state of complete physical, mental and social well-being and not merely the absence of disease and infirmity." It follows that many factors impact on health--within and external to the individual. Social determinants of health are factors that impact the health of individuals at the societal level, such as socio-economic position, employment conditions, housing, access to services, power, and social support (AIHW 2020). Occupational therapists study the relationships between People, the Environment, and Occupational Performance, with the goal of enhancing peoples' health. The Person-Environment-Occupation-Performan...
Read more