Unit 13 Unit 3.7 WB: Supporting Children’s Transition to School

This report delves into supporting children's transition to school, emphasizing the significance of school readiness. It identifies key characteristics such as communication skills, self-confidence, and independence, while also examining factors like home environment, pre-school experiences, and the child's age and maturity. The vital role of early years practitioners in preparing children through positive reinforcement and familiarization is highlighted. Furthermore, the report discusses the seven key areas of learning and development in the Early Years Foundation Stage (EYFS), including personal, social, and emotional development, physical and communication development, literacy, mathematics, understanding the world, and expressive arts and design. Assessment strategies, such as play-based learning, active engagement, and critical thinking, are explored, along with the EYFS framework's progress checks and assessments at age two and at the end of the reception year. The report concludes by emphasizing the variability in children's readiness and the importance of tailored support.

Unit 13
Unit 3.7
WB: Support Children’s Transition
to School

Table of Contents
INTRODUCTION...........................................................................................................................1
Task 1...............................................................................................................................................1
1.1 Characteristics of ‘school readiness’................................................................................1
1.2 Describe factors affecting children’s readiness for school...............................................1
1.3 Early year’s practitioner supports children to prepare for school....................................2
Task 2...............................................................................................................................................3
2.1 Areas of learning and development relate to school readiness.........................................3
2.2. Identify assessment strategies in relation to the current framework...............................3
2.3 Assessment process in supporting children’s preparation for school...............................4
CONCLUSION................................................................................................................................4
REFERENCES................................................................................................................................5

INTRODUCTION
It has been seen that the transition of child into the school setting is taken as rite of passage
that how children be supported during the time of major changes which reflects redlines for
school and learning (Garber and et. al., 2022). Thus, the current project is based on describing
the key characteristics of ‘school readiness’ along with the factors affecting children’s readiness
for school. Beside this, a discussion about Areas of learning and development and assessment
strategies in process in supporting children’s preparation for school has been also made.
Task 1
1.1 Characteristics of ‘school readiness’
There are certain characteristics of ‘school readiness’ which are presented and discussed as
below:
Communication level- It has been seen that the children who tend to have good
communication skill may find it much easier and quick to develop school readiness as they are
more able to express themselves and also have better talk and communication about their needs
and level of interests. Along with this, these students also tend to have better listening skill and
give more attention to other along with higher ability to follow instructions which presents there
reediness to school (Vitiello and et. al., 2022).
Self-confidence- It is also a vital characteristic that determine the school reediness of a
child as children who are more confident are more willing to have try of new activities which
creates and leads to future effect on their experiences and willingness for school readiness.
Independence- It has been seen that child who are having high rely on adults to undertake
their basics activities are mostly tend to find starting of school more challenging as compared
with children who have higher independent behaviour. Thus, to have higher school readiness the
children need to have an ability to think themselves and act in an independent manner (Yanık
Özger, 2022).
1.2 Describe factors affecting children’s readiness for school
There are various factors which tend affect the readiness of children for school which are
disused and evaluated as below:
Home factors and background- The attitude and expectation of the parents and carer is
tend to be a vital factor that affect the readiness of child for school. The parents who are exciting
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and have better and high future plans for child are willing to instil there children in schools at
early age as compared with others. Further, the family structure and cultural differences are also
effective factors that affect and lead significant impact in children readiness for school.
Pre-school experience- It has been seen that the social experiences and attitude of child
towards the schooling is also end to be vital factor that supports development of confidence and
its expectation that tend to effective effect their readiness for school. Pre-school experiences will
also relate to the different things which parents and carers have been able to do with their
children depending on time and resources which also affect the readiness of child for school
(Anastasio, Leventhal and Amadon, 2022).
Age and maturity of the child- The age as well as the maturity level of the child is also a
vital factor that supports and leads to the readiness of child for schooling. It has been seen that
the mature child tend to develop higher and improved readiness towards school at early age.
1.3 Early year’s practitioner supports children to prepare for school
It has been seen that practitioner plays a vital role in transition of the child at primary school
level by the way of preparing and reassuring children towards the school culture and positive
environment. Further, the practitioner tend to make use of the positive stories as well as giving
out interesting information to child to develop the confidence and ability for having the readiness
for schooling. It has been also seen that the stories are always the good way to dispel and create
interest in child and provides a good way of introducing the subject and also ensures that the
children may be more confident in talking about it in this context (Morris and et. al., 2022).
Further, the another vital role and aspect of practitioner in preparing children for school
comprises of the having the visits from teachers and discussions with children as sometimes
teachers and practitioner tend to visit nurseries and pre-schools. It supports an effective way to
see the development of the individual children, and this also supports a good way to have
introduction to children to talk about what is going to happen and creating zeal and interest in
them towards the schooling.
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Task 2
2.1 Areas of learning and development relate to school readiness.
It has been seen and analysed that the learning and development in the EYFS (early years
of foundation stages) is being divided into 7 key areas of learning and development that are used
by the practitioner of the early years provides.
Three primary area - Out of these 7 area of learning there are tend to prime area which are
particular important for the firing of curiosity and enthusiasms in children towards the learning
and it also tend to supports the capacity and higher ability of child towards developing positive
relationship and thriving in future. These three prime area consists of personal, social and
emotional development along with physical and communication development (Lewis, Wilkinson
and Witt, 2022).
Four specific area- Apart from three prime area there are 4 specific area of learning during
EYFS which provide a blend of more traditional set of subjects that are vital for overall
development of child. These four aspects and specific area of learning comprises of the literacy,
mathematics, understating the world and expressive arts and design.
2.2. Identify assessment strategies in relation to the current framework
It is vital for the EYFS practitioner to adopt and have some effective assessment strategies
in relation to better development of each child during the academic year they reach the age of
five which are discussed and evaluated as below:
Playing and exploring to have better engagement- It is vital and essentially needed for
practitioner of each child during the academic year they reach the age of five to focus on playing
and exploring better ways of engagement with child to caret a higher zeal and enthusiasm
towards learning (Piasta and et. al., 2022).
Active learning and motivation- It is essential and vitally needed for practitioner to
support active learning and higher learning in small child at early stage of schooling based on
being involved and concentrating on their interest to thrive their better future development.
Creating and thinking critically- Early stage is the age where child are more prone to
develop creativity and better thinning thus, encouraging child to have their own ideas is an
effective way and assessment strategies in relation to develop better learning in child up to age of
Five (Vitiello and et. al., 2022).
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2.3 Assessment process in supporting children’s preparation for school.
It has been seen and analysed that although the children’s assessment is tend to be an
ongoing process the EYFS is need to requires practitioners to have regular review of the
children’s progress at two key points which is the two year old development check as well as the
the Early Years Foundation Stage Profile that is conducted at the end of the reception year. In
 Progress check at age two – It is vital to have an under statutory requirement for
practitioner to early years as it is needed to report to parents well about their child’s
progress as well as about the key areas and focus of development in the prime areas.
Thus, it tends to take in form of a short summary which is deliberately designed to show
the child’s strengths as well as identify any areas in which they are not progressing as
expected (Yanık Özger, 2022).
 On school entry- Although it is not essentially required and needed but having proper
pre-school setting should provide all the needed information about the learning and
development of child.
 Assessment at the end- at the end of the EYFS assessment and profile it is needed by the
teachers and practitioner to report the local authority about the progress of each child
towards their 17 relay learning goals that tend to present the children emerging, expected
and exceeding in each case. This profile will tend to reflect the observation as well as
comprise of records of each child and present base for child development (Anastasio,
Leventhal and Amadon, 2022).
CONCLUSION
On the basis of current project, a conclusion can be made that in the same way an adult tend
to respond and react to a set of things in a different way it is also seen in children as in some
child they are ready to school and find better transition to straightforward and adapt quickly as
compared to other. Further, it has been concluded that in case of some children the readiness to
school is tend to quite slower which are based on their communication level and self-confidence
of the child. Finally, it has been also concluded that there are many assessment strategies which
as Playing and exploring to have better engagement, Active learning and motivation and
Creating and thinking critically which supports better EYFS of each child.
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REFERENCES
Books and journal
Anastasio, R.J., Leventhal, T. and Amadon, S., 2022. High residential mobility and young
children's healthy development in low-income families: Exploring the moderating role of
Head Start. Early Childhood Research Quarterly, 59, pp.96-108.
Garber, K.L and et. al., 2022. Transition Practices of Rural Pre-K and Kindergarten Teachers and
Their Relations to Children’s Academic and Social Skills. Early Education and
Development, pp.1-23.
Lewis, F., Wilkinson, A. and Witt, M., 2022. Mastery and Depth in Primary Mathematics:
Enriching Children's Mathematical Thinking. Routledge.
Morris, J.L. and et. al., 2022. Effects of Maths on the Move on Children’s Perspectives, Physical
Activity, and Math Performance. Translational Journal of the American College of
Sports Medicine, 7(1), p.e000191.
Piasta, S.B and et. al., 2022. Young children's alphabet learning as a function of instruction and
letter difficulty. Learning and Individual Differences, 93, p.102113.
Vitiello, V.E. and et. al., 2022. Differences between Pre-K and Kindergarten classroom
experiences: do they predict children's social-emotional skills and self-regulation across
the transition to kindergarten?. Early Childhood Research Quarterly, 59, pp.287-299.
Yanık Özger, B., 2022. Experiences of the disadvantaged children receiving family and school
support in transition to preschool:‘Mom! Leave my backpack and turn back
home!’. Education 3-13, pp.1-15.
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