Full article from the Term 2 No 1 2007 Newsletter

What's the Fuss about School Readiness?

In recent years the topic of when to send a child to school has gained considerable momentum across Victoria.

There are a number of reasons for this including the young entry age we have here and in addition, that curriculum expectations and benchmarks in the first year of school are quite stringent.

In addition, as educators we see what children experience throughout their school years. We not only see their academic progress we see aspects of their behaviour, attitudes, experiences and self esteem.

I am quite concerned that a number of professionals, who are not educators are attempting to enter the debate about starting school based upon largely overseas studies and mostly about repeating during primary years rather than before children commence school. Most of the research being quoted indicates that whether a child is ready or not, they will achieve similar grades by the time they complete their secondary schooling.

If learning and life was just about a grade level at the end of secondary schooling, then perhaps it wouldn't matter when children commence school. However, as every prep teacher and preschool teacher knows, children's learning and school life is only in part about the academic.

How they feel, how they view themselves, if they are able to act independently, take responsibility, follow directions, initiate contact with others, form friendships, deal with playground issues, interact, motivate themselves and actually be happy at school are all critical factors related to the present day, not a far off, end of secondary school experience.

So many children enter school without the maturity to self initiate, regulate their emotions, follow directions. These children require time and respect to be allowed to be children who will do more than just cope with school but flourish, thrive and be happy and view themselves as successful and happy learners.

The danger of data and studies that attempt to measure a score at the end of 13 years, ignores the emotional, everyday life, feelings and attitudes that children are experiencing and developing every day. We want learning and school life to be great right from the start, not about playing catch up for the next 13 years.

It is also commented upon by some that schools should be more ready for children. At some level I agree with this and many schools I am now working with are implementing a play based curriculum in the first three years of school. This is exciting and provides more opportunities for children to engage in investigations and play that are purposeful and more appropriate to their stage of development.
However, I reject the notion that schools have the ultimate responsibility in being ready for all children. If we follow that line of argument to its logical conclusion, we could be sending 1 year old children to school. Let's hope that never happens!!

So, we are pleased in this special issue of school readiness, to present some opinions and experiences from a number of different perspectives.

We want parents to slow down, think carefully and remember, that once your child starts school, they are there for a very long time.

They have a right to have a happy and productive childhood as well as a happy school experience.
Look out on the website schedule for school readiness talks that are being held around Melbourne at the current time if you are interested. Otherwise, speak to your preschool teacher. They are the best professionals to help you make your decision.

Overseas studies that report on long term academic results fail to capture the essence of what is most important in a life. not just what they achieve at the end of school life, but how children achieve, feel and interact within their school environment. This is what we want. Children who are happy, content and challenged to learn to their best of their abilities.