| In Part 1 of this article I supported the idea that | | | | perspectives |
| early childhood services should be moving away | | | | Language Competence |
| from 'school readiness programs' which can catch | | | | Our learning programs should encourage children |
| parents and educators in the trap of task | | | | to understand:o Language is a communication |
| oriented learning, and that we should be using a | | | | toolo Language can be fun and creativeo |
| broader concept of 'foundations for learning' within | | | | Language encompasses many facets such as |
| our programs. This more holistic approach to | | | | verbal, written, and body languageo Principles of |
| learning should be enmeshed within day to day life | | | | symbols and shapes (letter forms)o The |
| experiences rather than be in a set time slot or | | | | importance of effective listeningo Hearing and |
| short period in the day. | | | | identifying differences in language sounds |
| I recently visited one early childhood centre that | | | | Cognitive Competence |
| was about to implement their 'school readiness | | | | Our learning programs should support the |
| program' after the children's lunch. The children | | | | foundations of :o Confidence in trying new skills |
| were lined up at the door and the teacher was | | | | and making attempts at learningo A thirst or |
| holding a handful of stencils with the letter 'A' in | | | | energy for learningo An ability to think creatively |
| bubble writing (presumably for the children to | | | | and problem solveo Good memorization and |
| colour in). The teacher leaned over and said to | | | | memory recallo Attentiveness and concentrationo |
| me "we're learning the letter A this week and we | | | | Listening skills |
| are working our way through the alphabet". | | | | These are the skills we should be supporting and |
| What does this actually mean..."we're learning the | | | | developing in children when we are preparing |
| letter A"? How is this enriching the language skills | | | | them, not only for school, but for life long learning. |
| of the children in the program? What should we | | | | If these foundations are not laid, it will be harder |
| be looking for within early childhood programs that | | | | for children to learn how to read, how to write, |
| lays a good learning foundation and supports | | | | and to understand maths and science concepts. |
| children in having a positive experience in their first | | | | Just remember that the tallest, brightest |
| years of school? I would like to outline 3 areas of | | | | skyscraper won't stand for long unless it has good |
| child development and suggest some of the | | | | solid foundations. |
| foundations we should be looking to support and | | | | In our preschool and early childhood services, |
| encourage within a child prior to and during their | | | | calling a program 'school readiness' is just a fancy |
| school experience. | | | | term if all it includes is extra sheets and stencils |
| Social Competence | | | | that older children do while younger children are |
| Our learning programs should help to lay the | | | | having their daytime rest or sleep. In fact, we |
| foundations for :o Independence and self help | | | | could call it anything from 'School Preparation' to |
| skillso Positive social interactions and the ability to | | | | 'Kindy Starters' to 'Prep Class' and it may 'Wow' |
| make and sustain friendso Self expression and | | | | our parents and educators. But if the principles |
| confidence to communicate needs and ideaso | | | | behind it are not about laying learning foundations |
| Sharing and turn takingo Entering and leaving | | | | throughout our whole day to day activities, then |
| individual and group play situations positivelyo | | | | they are all a waste of time and fancy words. |
| Understanding and following routines and dealing | | | | Make sure your preschool or long day care |
| with routine changeso An ability to remain | | | | centre's preparation for school learning is more |
| attentive and work in a group settingo Respect | | | | than just a fancy term. |
| for otherso Empathy and seeing other | | | | |