School Readiness School Success

1. School Readiness & School Success IntroductionIntroduce yourself and tell about your experiences with children (that you have children for example). Have each person tell their names and ages of their children. IntroductionIntroduce yourself and tell about your experiences with children (that you have children for example). Have each person tell their names and ages of their children.

2. Learning Objectives explore their own feelings associated with school and their child's success in school. understand the developmental stages associated with school readiness. learn strategies for interacting with their child with books. Read slide and commentRead slide and comment

3. A child�s perspective Hannigan, I. (1998). Off to School: A parent's eye view of the Kindergarten Year. NAEYC:Washington, DC. Read ExcerptThis excerpt is taken from Hannigan, I. (1998). Off to School: A parent's eye view of the Kindergarten Year. NAEYC:Washington:DC. Say:This except is from a mother's journal kept during her son's first year in public school Kindergarten. Read excerpt then go to brainstorming activity. Dear Ted, Today you spoke the words that parents dread even more than "That's boring": " I don't want to go to school today." I have no idea what precipitated your statement. Perhaps it was the restless night you had in 80-degree summer-like weather. Perhaps it was the report about"extremely silly behavior" we got from the staff in extended day care yesterday which required a talk. Perhaps you are just getting tired as we all are, or the routine, the hectic pace, the anticipation of a school year ending. I think this could be your way of beginning to separate from kindergarten. We handed it and you went to school and had a good day. Love, Mom. Read ExcerptThis excerpt is taken from Hannigan, I. (1998). Off to School: A parent's eye view of the Kindergarten Year. NAEYC:Washington:DC. Say:This except is from a mother's journal kept during her son's first year in public school Kindergarten. Read excerpt then go to brainstorming activity. Dear Ted, Today you spoke the words that parents dread even more than "That's boring": " I don't want to go to school today." I have no idea what precipitated your statement. Perhaps it was the restless night you had in 80-degree summer-like weather. Perhaps it was the report about"extremely silly behavior" we got from the staff in extended day care yesterday which required a talk. Perhaps you are just getting tired as we all are, or the routine, the hectic pace, the anticipation of a school year ending. I think this could be your way of beginning to separate from kindergarten. We handed it and you went to school and had a good day. Love, Mom.

4. Questions What do you hope for your child as they enter school? " "What is your role in your child's education?" Read questions from slide and dialog with participants.Read questions from slide and dialog with participants.

5. Educational Goals By the year 2000, all children in America will start school ready to learn (1989 National Governor�s Council). North Carolina has defined school readiness as the condition of children as they enter school, based on five areas of development and learning: health and physical development, social and emotional development, approaches toward learning, language development and communication, and cognition and general knowledge; and the capacity of schools to educate all children who come to kindergarten, regardless of their condition. Kindergarten teachers, classrooms, and principals are important in determining schools readiness for children. Six ambitious goals for all the nation's schools were outlined by the National Governors' Conference on Education in 1989. While all of these goals are important, the first stands above the rest. Goal 1: By the year 2000, all children in America will start school ready to learn. What year is it now? Has this become a reality? Read North Carolina definitions from slide This means that ALL disadvantaged and disabled children will have access to high quality and developmentally appropriate preschool programs that help prepare children for school (thus Head Start and programs for developmentally delayed children) This goal values parents as a child's first teacher and encourage parents devoting time each day to helping his or her preschool child learn and making information and support with this available. Whose responsibility should this be? Parents do not raise children in isolation. Schools do not educate children in isolation. The National Education Goals Panel recognized that being ready to learn means a commitment to meet this goal would necessitate bringing together families, communities, businesses, schools and other support resources for the purpose of giving all children the opportunities to become effective, competent learners. Six ambitious goals for all the nation's schools were outlined by the National Governors' Conference on Education in 1989. While all of these goals are important, the first stands above the rest. Goal 1: By the year 2000, all children in America will start school ready to learn. What year is it now? Has this become a reality? Read North Carolina definitions from slide This means that ALL disadvantaged and disabled children will have access to high quality and developmentally appropriate preschool programs that help prepare children for school (thus Head Start and programs for developmentally delayed children) This goal values parents as a child's first teacher and encourage parents devoting time each day to helping his or her preschool child learn and making information and support with this available. Whose responsibility should this be? Parents do not raise children in isolation. Schools do not educate children in isolation. The National Education Goals Panel recognized that being ready to learn means a commitment to meet this goal would necessitate bringing together families, communities, businesses, schools and other support resources for the purpose of giving all children the opportunities to become effective, competent learners.

6. How we learn/grow Concentric circles are used to explain Systems theory according to Urie Bronfenbrenner. In the center is the child. But this child is not alone in the world. They are surrounding by a family. And that family operates within many community systems (next circle) that include such things as school, workplaces, church, health organizations, and so forth. And communities of course operate within a larger society (4th circle) in which there are ethics, democracy, government, diversity and human values. All these systems work together. Research tells us that parents who are involved in their child's education have children who are more successful in learning and in school. Research also tell us that teachers want more contact with parents and that parents want more communication with teachers. Where do you fit as a parent in these systems? How should you prepare? What should you be aware of? Concentric circles are used to explain Systems theory according to Urie Bronfenbrenner. In the center is the child. But this child is not alone in the world. They are surrounding by a family. And that family operates within many community systems (next circle) that include such things as school, workplaces, church, health organizations, and so forth. And communities of course operate within a larger society (4th circle) in which there are ethics, democracy, government, diversity and human values. All these systems work together. Research tells us that parents who are involved in their child's education have children who are more successful in learning and in school. Research also tell us that teachers want more contact with parents and that parents want more communication with teachers. Where do you fit as a parent in these systems? How should you prepare? What should you be aware of?

7. Paving the way for learning Trust (mistrust) Independence (shame or doubt) Initiative (guilt) Industry (inferiority) Let's divert just a minute to discuss the typical development of a child. In brief, we know that children pass through different stages. In infancy, children are learning trust and attachment to significant people in their lives. This very foundation is critical in order to keep moving and progressing to the next stages. Children need to learn they can TRUST us as the important adults in their lives. We need to meet their needs. Crying is their communication. They are not manipulating you nor misbehaving when they cry. Most likely they need something! Once a child begins to pull up, move around, and view the world, they begin to develop what is known as a sense of independence. This can be a wonderful time or a trying time for parents. Walking, learning language, toilet training, self-feeding are all milestones during this time. And explore and touch they will! This is also very important! If they do not develop a healthy sense of INDEPENDENCE, then the opposite of this is shame or feeling doubtful. Shaming a child harshly during this critical stage can undermine him or her reaching out to learn and explore later on. Once a child is about 3-4, they enter another developmental stage called taking initiative. This means starting activities. And think about this....as adults, we want children to start activities. We want them to take the INITIATIVE to do work on their own. The opposite of a healthy development of a sense of initiative is a sense of guilt. We don't want children to feel bad or guilty having thought up an idea, created a proposal, or invented something useful! Our world is full of great inventions that occurred by someone taking the initiative! Then the stage just prior to children entering school is INDUSTRY. The industry stage is perfectly timed to mean work and producing work. The opposite of industry is feeling inferior or "put down." So how can you work with your child to assure that they move through these stages and are ready for school? Let's divert just a minute to discuss the typical development of a child. In brief, we know that children pass through different stages. In infancy, children are learning trust and attachment to significant people in their lives. This very foundation is critical in order to keep moving and progressing to the next stages. Children need to learn they can TRUST us as the important adults in their lives. We need to meet their needs. Crying is their communication. They are not manipulating you nor misbehaving when they cry. Most likely they need something! Once a child begins to pull up, move around, and view the world, they begin to develop what is known as a sense of independence. This can be a wonderful time or a trying time for parents. Walking, learning language, toilet training, self-feeding are all milestones during this time. And explore and touch they will! This is also very important! If they do not develop a healthy sense of INDEPENDENCE, then the opposite of this is shame or feeling doubtful. Shaming a child harshly during this critical stage can undermine him or her reaching out to learn and explore later on. Once a child is about 3-4, they enter another developmental stage called taking initiative. This means starting activities. And think about this....as adults, we want children to start activities. We want them to take the INITIATIVE to do work on their own. The opposite of a healthy development of a sense of initiative is a sense of guilt. We don't want children to feel bad or guilty having thought up an idea, created a proposal, or invented something useful! Our world is full of great inventions that occurred by someone taking the initiative! Then the stage just prior to children entering school is INDUSTRY. The industry stage is perfectly timed to mean work and producing work. The opposite of industry is feeling inferior or "put down." So how can you work with your child to assure that they move through these stages and are ready for school?

8. Tools to use Books Common Sights Household environment Books Read a story aloud to demonstrate how to read aloud, how to animate voice, how to show pages in a book or share one-on-one, in reading the focus is on the story and the relationship between the listener and the teller and the story. Is your Mama a Llama is a great read aloud predictable story for preschoolers. Children begin telling the words themselves. Abiyoyo - book about an African American boy and his father. Children love this story. Make up a tune to go with the words that reoccur. A Chair for My Mother - a girl saves money to buy a chair for her mother. The girl, mother and grandmother lose everything in a fire. They have to rebuild with the help of friend and community. Annie Stories - stories with a message. I'll love you forever - all time favorite, each parent adapts their own tune (also see optional handout on reading with your child) Common Sights Just by driving in the car, taking a walk, waiting in the grocery store line, or taking a trip, there are many things to see, points of conversation, spelling (STOP sign) and other ways to interact and communicate. Find things to notice. Find things that are red, or things that are round. Play "I spy." This is part of learning as well as part of relationship building. What else can you think of? Household Environment Even small children can help with chores (2 year-old can pull a trash can on wheels). At a young age, don't make it a paid chore but part of the household expectation. Make bed, pick up room. Sometimes they need help to show them how to do it. Find a way that you can "accept" their standard of work for their age. A tight bed for example will not be the result of a 3 year old's efforts. But taking an initiative and starting and attempting and having pride in the attempt is important. Skills will develop later! Books Read a story aloud to demonstrate how to read aloud, how to animate voice, how to show pages in a book or share one-on-one, in reading the focus is on the story and the relationship between the listener and the teller and the story. Is your Mama a Llama is a great read aloud predictable story for preschoolers. Children begin telling the words themselves. Abiyoyo - book about an African American boy and his father. Children love this story. Make up a tune to go with the words that reoccur. A Chair for My Mother - a girl saves money to buy a chair for her mother. The girl, mother and grandmother lose everything in a fire. They have to rebuild with the help of friend and community. Annie Stories - stories with a message. I'll love you forever - all time favorite, each parent adapts their own tune (also see optional handout on reading with your child) Common Sights Just by driving in the car, taking a walk, waiting in the grocery store line, or taking a trip, there are many things to see, points of conversation, spelling (STOP sign) and other ways to interact and communicate. Find things to notice. Find things that are red, or things that are round. Play "I spy." This is part of learning as well as part of relationship building. What else can you think of? Household Environment Even small children can help with chores (2 year-old can pull a trash can on wheels). At a young age, don't make it a paid chore but part of the household expectation. Make bed, pick up room. Sometimes they need help to show them how to do it. Find a way that you can "accept" their standard of work for their age. A tight bed for example will not be the result of a 3 year old's efforts. But taking an initiative and starting and attempting and having pride in the attempt is important. Skills will develop later!

9. Evaluating Children's Books A winner and a loser? Who solves the problem? Are they always a strong white male? Are different colors of skin represented? Read slide and discussRead slide and discuss

10. Evaluating Children's Books Read slide and discussRead slide and discuss

11. Child characteristics. . . Confidence Curiosity Intentionality Self-Control Relatedness Capacity to Communicate Cooperation Confidence -- A sense of control and mastery of one's body, behavior and world; the child's sense that he is more likely than not to succeed at what he undertakes, and that adults will be helpful. Curiosity -- The sense that finding out about things is positive and leads to pleasure. Intentionality -- The wish and capacity to have an impact, and to act upon that with persistence. This is clearly related to a sense of competence, of being effective. Self-Control -- The ability to modulate and control one's own actions in age-appropriate ways; a sense of inner control. Relatedness -- The ability to engage with others based on the sense of being understood by and understanding others. Capacity to Communicate -- The wish and ability to verbally exchange ideas, feelings and concepts with others. This is related to a sense of trust in others and of pleasure in engaging with others, including adults. Cooperation -- The ability to balance one's own needs with those of others in a group activity. Confidence -- A sense of control and mastery of one's body, behavior and world; the child's sense that he is more likely than not to succeed at what he undertakes, and that adults will be helpful. Curiosity -- The sense that finding out about things is positive and leads to pleasure. Intentionality -- The wish and capacity to have an impact, and to act upon that with persistence. This is clearly related to a sense of competence, of being effective. Self-Control -- The ability to modulate and control one's own actions in age-appropriate ways; a sense of inner control. Relatedness -- The ability to engage with others based on the sense of being understood by and understanding others. Capacity to Communicate -- The wish and ability to verbally exchange ideas, feelings and concepts with others. This is related to a sense of trust in others and of pleasure in engaging with others, including adults. Cooperation -- The ability to balance one's own needs with those of others in a group activity.