School Readiness and Transition to School

There are many social, economical and cultural factors that impact on the lives of children and young people. In my role as a Young Carer’s Support Worker, I work with a number of families living with the consequences of these factors. Every Child Matters (ECM) aims to improve the outcomes and life chances of every child and young person, therefore, it is important we understand and do all we can to help them achieve the 5 outcomes of the ECM, stay safe, be healthy, enjoy and achieve, make a positive contribution, and, achieve economic well-being.

Each day school children learn valuable skills and lessons from their teachers as well as through interactions with their peers. Although school, undoubtedly,

Starting primary school is a predictable, intellectual transition, which can be emotionally upsetting for some children. They may experience anxiety and stress when they first attend the new setting or meet a new teacher. There are a lot of changes involved – it will often be their first experience of being separated from their parents for any length of time; their routine changes with the hours at school and the longer periods of concentration required; they need to make new friends, undertake new

Support is offered to children to enable them to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being.

Over the past three centuries, educating adults about child welfare has benefited human services a lot: people have now realized that a child is the individual who is responsible for the world in years to come. Before children who in needs were put into juvenile facilities. There were often crowded and poor conditions. Productivity has now been increased in each child, preparing him/her to face the world. Childhood is a very sensitive time for each child, as well as each parent. More children are now being educated in our society, which is very, very beneficial.

Striving to provide high quality childcare provisions that support children’s development to reach their potential.

In the article “School Readiness for Infants and Toddlers? Really? Yes, Really!” by Sandra Petersen, she discusses how from birth to age three are crucial for school readiness. The “exuberant period” which is the months before and after birth is the time when the brain creates connections, “each capturing a moment of learning.” During infancy, foundations are built in each developmental area – language, motor, cognitive, and social-emotional. These later develop into skills such as curiosity, paying attention, memory, gathering information, problem solving, and working through frustration are learned. These skills are established in infancy and toddlerhood, but they are used throughout your whole life. These are essential skills that teachers look for.

The Every Child Matters framework (2003) was introduced as a direct result of a review of services offered to Children and Young People and identifies some of the ways in which practitioners can aid the Children and Young People in their care to make positive and personal choices and experiences that will have a positive impact on their lives. Positive outcomes for Children and Young People include:

Either way, starting school is a huge transition in a Childs life. There are many new changes in their daily routine that they have to adapt to, such as mixing with a larger group of children, many of whom they won’t have met before. They will be expected to be more independent and do things for themselves, which can worry some children. Emotionally, not all children cope very well with the transition. I remember child K being very upset and anxious about being left in the mornings and would cling frantically to their parent to prevent them for leaving. Every morning they would have to be taken by the teacher to go and help with something so the parent could leave. The child would usually settle down and be fine for the rest of the day until home time, when they would cry again when they saw their parent. This continued on and off for the whole of the reception year. Tiredness is another factor that causes children to seem emotionally distraught. Having to cope with full days at school, and the amount of concentration that they have to give is a lot for some children, and they tend to act up, having temper outbursts and emotional upsets. They can start arguing with their friends and refuse to do activities just because they are tired and it all seems too much. By the end of their first year, most children are usually quite happy and confident and ready to move to their new class.

When working with Children is it always important to design a service to meet all their needs. So that they feel comfortable in their surroundings and independently develop. Services that have been put in place are good for the benefit for the Children when they start at a new Nursery. These services also help them develop while they are at the Nursery, and the Children can take the skills they have learnt and take them with them. The skills they learn may indeed stay with them when they grow older and start attending school.

Service provider should ensure that their staffs are trained to identify difficulties and differences between the services users. As supported by the Children Act 2004, this Act updates but does not supersede Children Act 1989. The Act provides a legislative spine for the wider strategy for improving children's lives. This covers the universal services which every child accesses, and more targeted services for those with additional needs. The Children Act 2004 placed a new duty on local authorities to promote the educational achievement of looked after children.

. The daycare and child development business is booming and profits are soaring. With more people looking at the child care field from different angles, these type of programs have more opportunities for more allies and partners, for funding and positive public relations, for improving, and “professionalizing” the programs that we offer to our children in our communities. Non-profit groups and higher education have increasingly partnered with schools, often including after-school hours.

Transition within early years education is a major life event that a child and family go through together. Currently, educational transition is defined as the process of change that children make from one place or phase of education to overtime, Fabian and Dunlop (2002). Starting school is a huge step in a child’s life. For some

Armed with new sneakers and a whole new vocabulary, I started my first day of school. It was a learning experience for both my parents and I, but when it was over I felt like I fit in. Kids do not care where you are from or if your English isn’t up to par. In fact they only cared about two things: how good you were at tag and what kinds of crayons you had. Lucky for me, I was doing great in both departments. I experienced my first year of elementary school alongside the friends I previously made.

Moving is the start of something new and you can set new and considerable goals for your school year. Each day goes by and it's another day that you can be a better person in your wonderful community. It's good to try new things for the first time to be able to be happier, create new life goals, etc. In the article, "How to prepare to move schools" it states, "Most kids feel special about moving and is a worthwhile experience for anyone, preferably a child in a new environment." This states that most kids like moving schools because it makes them feel special. There are reasons a child might not want to move schools but in the end their mind will reverse around and they'd be grateful