Transition to school
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Starting school is an important step and can be a challenging time for both a child and parent, especially if it is the first time a child in the family has started school.
The transition from home and preschool into school requires a child to function independently in a variety of settings such as in large groups of children, or with one teacher.
In New South Wales, children may start school if they turn five on or before 31 July in that year. Children must commence school by their sixth birthday.
In Victoria children can start school if they turn five on or before 30 April in that year.
Some children benefit by starting school when they are older. This depends on many individual factors such as social and emotional maturity, and skill development.
School Readiness Skills
The checklist below looks at skills all children need to enter school and includes areas that are particularly relevant for children who are blind or have low vision.
Your Vision Australia service co-ordinator can help you complete this at the start of the year prior to school to help you decide whether your child will be ready to move on to school the following year.
The checklist will also help you establish achievable goals for your child. You can work on improving these skills at home and encourage teachers in your child's early childhood centre to participate, to help make the transition to school enjoyable and successful.
Not all children will have achieved these skills by the time they enter school.
If your child needs assistance in most areas discuss your child's readiness for school with your Vision Australia service co-ordinator and early childhood centre staff.
| CHILD'S NAME: | DOB: | ||
|---|---|---|---|
| CAN YOUR CHILD ............... | Very Well | OK | Needs Assistance |
Social Skills | |||
| Face person when talking and give "eye contact" | |||
| Comply with requests, cease activity when requested | |||
| Avoid having a "tantrum" and manage frustration | |||
| Wait patiently for several minutes for adult attention | |||
| Sit at table and work for 10 minutes with assistance | |||
| Separate from parents | |||
| Commence activities independently | |||
| Ask for and accept help if necessary | |||
| Play at an activity for 20 minutes or more | |||
| Play co-operatively with friends for 20 minutes or more | |||
| Share own toys with friends | |||
| Take turns in a small group game without assistance | |||
| Understand the needs and feelings of others | |||
| Know how to identify people in a group situation eg by voice/other characteristics, asking names. | |||
| Very Well | OK | Needs Assistance | |
Independence Skills | |||
| Put on/remove socks, shoes, "jacket" | |||
| Do up buckles/velcro (not laces) on shoes/sandals | |||
| Do up large buttons | |||
| Wipe own bottom, toilet independently | |||
| Wash and dry hands independently | |||
| Blow nose and wipe efficiently | |||
| Unwrap and eat lunch, peel fruit, manage lunchbox | |||
| Use spoon and fork independently | |||
| Unscrew drink bottle | |||
| Recognise own things amongst others eg raincoat | |||
| Take care of own belongings eg put bag in identifiable place | |||
| Tidy up own things, pack away | |||
| Very Well | OK | Needs Assistance | |
Communication | |||
| Initiate and sustain conversations with adults and other children | |||
| Speak clearly and audibly and maintain eye contact | |||
| Speak without shouting or whispering | |||
| Ask questions | |||
| Answer questions, eg why, what next (inferential questions) | |||
| Describe recent experiences | |||
| Recite rhymes and sing songs | |||
| Retell stories | |||
| Understand requests and seek clarification | |||
| Carry out 3 directions in sequence | |||
| Listen attentively in a group situation and answer questions | |||
| Attend to peer conversation and take part in conversation | |||
| Interrupt conversations appropriately | |||
| Very Well | OK | Needs Assistance | |
Fine Motor / Cognitive / Pre-Braille Skills | |||
| Recognise own first name (print, Braille) | |||
| Isolate fingers eg to point | |||
| Understand reading conventions eg tracking L to R across page | |||
| State full name, address, age | |||
| Hold a pencil in an adult-like grip | |||
| Draw recognisable pictures of people | |||
| Copy simple shapes: circle, triangle, square | |||
| Cut along a 10 cm line with scissors, cut simple shapes | |||
| Do interlocking puzzles of 8-10 pieces | |||
| Name primary and secondary colours | |||
| Name 6 geometric shapes | |||
| Sort and classify objects (eg. by colour, function, size etc.) | |||
| Attempt to solve problems independently | |||
| Describe concepts eg. big/small, more/less, same/different, in front/behind, under/over, actions etc | |||
| Count objects - 10 or more | |||
| Concentrate on a (group) story, despite distractions | |||
| Enjoy interactive reading, answer questions about stories | |||
| Very Well | OK | Needs Assistance | |
Gross Motor / Orientation & Mobility Skills | |||
| Move about confidently at preschool | |||
| Manage unfamiliar environments | |||
| Manage changes in the environment independently eg stairs, obstacles, uneven ground | |||
| Understand early cane skills | |||
| Understand spatial concepts eg up/down, next to, left/right | |||
| Move with a line of children at routine times | |||
| Use a wide range of gross motor equipment | |||
| Play imaginatively (indoors and outdoors) | |||
| Catch and throw a ball with a partner | |||
| Kick a ball | |||
| Play actively with friends outside for 50-60 minutes | |||
| Understand the need for safety eg roads, heights |
Ways to assist the transition from home to school
Transition to school for a child who is blind, vision impaired or has other additional needs begins early in the year prior to school.
Your Vision Australia service providers and other early intervention staff, as well as teachers and specialists from the educational system you have chosen, such as the Department of Education and Training or the Catholic Education Student Support Services, will help to carefully plan the process.
You and your child will have visited the school and have met your vision support teacher and additional specialists such as orientation and mobility instructors, early learning advisors and school counselors. Your child's individual equipment and assistance needs will be identified so they can be ready for when your child starts school.
Parents have ongoing opportunities to ask questions and to clarify different issues.
Towards the end of the year most schools hold an orientation day for families to meet the principal and the kindergarten teacher, and to see the kindergarten classroom.
The orientation day is a great opportunity for parents to ask questions about the school's:
- daily routines (eg assembly, "little" lunch, "big" lunch, news time).
- school rules (eg do the children have to eat all their lunch, can the children only go to the toilet at recess?).
- school procedures in the event of illness/accident.
- school procedures in the event of excursions/outing.
- school policy on discipline.
- when parent/teacher interviews are held to discuss a child's progress.
- school policy for settling in distressed children.
- facilities available at school (eg library, book club).
- extra curricular activities available (eg choir, music, gymnastics, languages).
It can be helpful to talk to your child about their new school. Speak positively about school and learning. Read stories about starting school and arrange additional visits if you think it is needed.
When children know what to expect and are prepared for the changes ahead, they are more likely to respond to new experiences in a happy and confident way, and find them rewarding and enjoyable.
School days arrive
The early days and weeks of school are exciting but can also be very tiring. To help your child try these suggestions:
- Arrive on time to collect your child as he/she may become fearful of being left when other children are going home.
- Notify the school if late collection cannot be avoided so the child can be informed of what is happening and what arrangements have been made.
- Tell your child and their teacher if anyone other than the usual person is to collect your child otherwise they can be very upset.
- Go straight home after school rather than to visit a friend or go shopping, as most children are hot/tired after school.
- Offer quiet activities in the afternoon to help the child unwind.
Parents can also help to make a child's day at school happier by:
- Sending the child to school in clothes that are easy to manage (eg coats and cardigans with loops, shoes with velcro). Children should be able to put on and take off outer clothing without help.
- Labelling everything (eg raincoat, jacket, hat, bag, lunch box, drink bottle, library bag etc). Use brailled names, textured or colourful ties that distinguish your child's things from others.
- Sending the child to school on time each day.
- Purchasing a school bag that is easy to open and close: zips are easier for some children than buckles. Add a colourful novelty key ring for easy recognition.
- Arranging for the child to leave their bag in the same position or locker each day.
- Marking the locker with a bright sticker, or a tactual sticker/braille if your child has significantly reduced vision.
- Making sure the child can unwrap their "little" and "big" lunch. Greaseproof paper or alfoil is easier than gladwrap.
- Explaining what is eaten at "little" and "big" lunch. Children are often confused.
- Reminding children of the school rules that are in addition to those at preschool and childcare.
References
- Australian Early Childhood Resource Booklet, "Transition to School"
- Starting School - A Guide For Parents of Children Starting Kindergarten
Contact us
Call: 1300 84 74 66
TTY: 02 9334 3260
Fax: 02 9747 5993
Website: www.visionaustralia.org
Street Address (State Head Offices)
NSW and ACT: 4 Mitchell Street, Enfield NSW 2136
Queensland: 373 Old Cleveland Road, Coorparoo Qld 4151
Victoria: 454 Glenferrie Road, Kooyong Vic 3144
Vision Australia is a living partnership between people who are blind, sighted or have low vision. We are united by our passion that in the future people who are blind or have low vision will have access to and fully participate in every part of life they choose.
This page last updated: 20 February 2007