Education & Inclusion

Will My Child Be Ready For School?

Rachael Gemmill, Inclusion Support Coordinator

 

“Schools will be ready for children” Angela Singh, Acting Regional Director, Department of Education and Training, South Eastern Vic Region.

 

As Term 4 quickly approaches many parents are asking the same question … “will my child be ready for school?” This is a question parents ask every year however this year is not any other year!  2020 has been a letdown in many ways. Stressful and disrupted, yes.  Many of us have been calling for a ‘do-over’ … let’s just pretend that 2020 didn’t happen.

 

Through all of this children have shown an incredible ability to adapt and have demonstrated incredible resilience.  These are the skills that we have been challenged to teach children in generations gone by.  These are the skills that will make them stronger and more capable than their predecessors.  These are the skills that support them to be ‘school ready’. 

 

Children transitioning to school will be healthy, confident and have positive people around them, supporting them.  The transition to school isn't defined by knowing the alphabet, counting to 100 or being able to write your name.  Being ready to transition means having positive dispositions for learning for example curiosity, persistence and imagination, along with skills such as experimentation, investigating and problem solving – the very things they develop and practice through play. 

  

While we have all been at home, busy trying to juggle remote learning, work and provide some form of normalcy for our families, the incredible educators both in early childhood services and schools have been busy planning to ensure children this year will have a positive transition to school in 2021.  

 

The message is clear … schools will be ready to meet children where they are; schools will be ready for children. This will include, among other things, a real focus on play based learning in the first year of school and working closely in partnership with families to ensure detailed information is passed on from your child’s early childhood service to your child’s future teacher through their Transition Statement that will include details about attendance and specific strategies to support your child to settle into the school environment.

 

So while we cannot have a ‘do over’ it’s vital to remember that every child making the transition to school has experienced the same set of circumstances.  No one is ‘behind’.  Schools are well aware of the circumstances children have encountered this year and, like us, they are fully committed to ensuring that every child has a positive transition to school in 2021.

Second Year of Funded 4 Year Old Kindergarten

All children are different, even those of similar ages, and no matter what experiences children have before they arrive at school, they will have developed a range of skills and abilities that form the basis for further learning. 

 

Schools provide environments that are flexible, adaptable and responsive to individual children, as well as access to additional supports or specialist staff where needed.

 

A second year of funded four-year-old kindergarten should only be considered where the kindergarten program is deemed to be the most appropriate learning program and environment for the child given their developmental status, which includes 2 significant developmental delays, and that the child will achieve better outcomes at kindergarten than if they go to school. 

 

Requests for a second year of funded kindergarten cannot be based on missed on-site or learning from home program time.

 

If you have specific concerns about aspects of your child’s development, please talk to your child’s early childhood teacher about these and how you can work together to support your child’s learning and ensure a positive transition to school.

Education Support

Josephine Dingira 

 

My name is Josephine Dingiria.  I work as both a 4 year old teacher at GEKA Bentleigh East Kindergarten (for the past 9 years ,whereby I also held the role of team leader), and the Education Support Coordinator for 2 days a week, across all GEKA services.  

 

Term one was promising as I attended several team meetings, volunteer PAG meetings and also presented at the Volunteer PAG Information Evening.  Over the last 6 months, I have come to know educators and children at the services on a more personal level and have felt very welcome.  What I love most about this position, is being able to support educators, children and families with the aim of promoting better outcomes for children. 

 

Term 2 was a challenging time for all, with the Coronavirus restrictions, but somehow, I still managed to attend meetings via zoom and stay connected with everyone. 

 

As I too work mostly from home, I have spent time reviewing policy and procedures.  I have reviewed the Employee Handbook as well as the Positions Descriptions for both teachers and educators, in consultation with colleagues.

 

One of the other primary responsibilities I have had during COVID-19, has been to support the staff deemed vulnerable and unable to work on site.   Helping the staff stay connected and not isolated at home has been a challenge, but we are thankful for technology that enables us to see each other!  

 

I have also assisted in the recent Department of Education and Training (DET), compliance visits.  Five GEKA services were assessed by DET against the National Regulations and pleasingly, we recorded no non-compliance at any service - a testament to our educators and GEKA's high standards for education and care. 

 

My role can be overwhelming at times, but on the whole it is really rewarding.  I often witness educators listening to and respecting colleagues, as well as listening to children and families and valuing their points of view.  I witness educators having positive, 'can do' and problem solving mindsets. 

 

Educators resilience and commitment to the children and GEKA has been outstanding during the recent COVID-19 pandemic.  We know we are all in this together. I am always willing to help and provide guidance whenever I can.