Getting Him/her Ready For School .

Getting him/her
ready for school

………..
Readiness :
Readiness of many kind happen in many

stages in our life. It simply means a
state where we undertake a new task
with ease and profitably. It has many
dimensions and it is a never ending
process (Morrison, 1995).
Aspects of Readiness
1. Psychomotor Readiness
• refers to the mastery of skills and techniques that involve

body movements.

• Psychomotor readiness becomes optimum when physical

maturation is parallel to appropriate training.

• It involves the development of sensory-perceptual skills;

muscles become strong, flexible and coordinated; followed
by the development of fine motor strength and skills.
• The development of psychomotor readiness will influence
other aspects of a child’s development.
2. Affective Readiness
• refers to students’ attitudes, needs, feelings and

interests to accept the things being taught.

• composes of students’ attitudes as well as

values when doing learning task

• positive affective readiness determines

students’ academic achievement and
performance

• Qualities needed to cultivate affective readiness:

Ø confidence
Ø independence
Ø curiosity
Ø persistence
Ø self-control
3. Social Readiness
• refers to the growing ability to relate to others

and to become productive members of society.

• The development of social readiness is

interrelated and influenced by the kinds of
experiences and social relationships that
children have with their families and others and
also by their level of cognitive development.
4. Cognitive Readiness
• refers to the mental readiness to learn something.

• language develops fast between infancy and the
ages of 3 or 4. By the year 8-9, a child’s language
system more or less completely formed.
• The rate of thinking and problem solving also
increased but not as rapid as language acquisition.

• Understanding the cognitive development of the

young child can help avoid pressuring him to learn
something before he is ready or missing the golden
moment when he is ready.
Readiness for learninng :
• Readiness for learning refers to the

stage when the child can learn
easily and without emotional strain
and can learn profitably
(Downing & Thackray, 1975).
Readiness for school :
• refers to the condition of children as they enter

school i.e a state of physical, intellectual and social
development that enable a child to assimilate the
school's curriculum and fulfill school fixed
standard requirements.
• It is always equated with reading readiness.
Readiness to participate :
Readiness to participate in reading /

learning experience depends on:
• The information and skills basic to the

new learning
• Level of intelligence and his possession of

appropriate special abilities and aptitudes
• The desire to learn the new material

Reading Readiness skills in kindergarten:
• Cognitive:
-- visual discrimination
-- phonological awareness
-- alphabetic principle
-- vocabulary: listening, speaking, reading,
writing
• Psychological-environmental:
-- emotional maturity
-- social development
-- behavior
-- interest in reading
-- environment
reading readiness
Factors Affecting Reading Readiness
• Hildreth, 1968: interrelated factors
• Harrison & Inglis: physiological, intellectual

& personal readiness
• Rubin, 1991: educational & non-educational

factors
Factors affecting RR
• Downing & Thackray (1975) - 6 factors:
 Physiological
 Environmental
 Emotional
 Motivation
 Personality
 Intellectual
• educational & non-educational factors
Factors affecting RR
• McGinnis & Smith (1982) - 4 factors:
 physical
 cognitive
 environment
 Emotional
Psychological Factors :
• Learning to read is a cognitive process
• Cognitive factors:
i. Intelligence
ii. Mental content (experiential background) : comes from
environment
• Intellectual abilities are influenced by many factors
operate on an individual (McGinnis & Smith, 1982):
personality factors, motivation, interest in a subject, etc
• Piaget: intelligence has its origin through process of
adaptation to the environment
• The quantity of the environment and the nature of
children’s experiences play a major role in the
development of intelligence
Psychological factors
• Emotional difficulties may affect learning: some
are developmentally appropriate but need to be
aware by teachers
• McGinnis & Smith (1982): successful learning

relates to confidence, ability to concentrate and to
face difficult task, to cope with stressful situations,
patience, tension and anxiety
emotional-soc-beh
• Failure to read results in:
-- frustration
-- lack of interest
-- inattention
-- discouragement
-- poor self-concept
-- maladjustment
• lack of success and feelings of inadequacy

may contribute to emotional, social &
behavioral maladjustments
emotional-soc-beh
Environmental Factors :
• Home, school, community - contribute to
child’s attitudes,
points of view, language, learning skills
environmental
• Home environment - Parents influence:
-- how much experience children have with
books & other reading materials
-- familiarity with letters & sounds
-- the vocabulary they develop
-- reading & writing habits
-- opportunities and experiences they have in
and out of school once they begin school
environmental
• Children from poor families:
-- more dependent on school experiences for

their academic literacy development
(Snow et al., 1991)
-- come to school with fewer literacy
experiences (Clark, 1993; Teale, 1986)
-- optimal care & education for children:
formidable challenges
environmental
• School environment : teacher’s attitude and
expectation, instructional materias, classroom
physical setting
• Teachers: critical source of stimulation to

children’s cognitive, language & social-
emotional development (Landry, 2002)
• Carter (1970): teacher expectations affect

students’ level of confidence
environmental
MATURATIONIST THEORY
• Maturationists believe that
development is a biological
process that occurs
automatically in predictable,
sequential stages over time.
• This perspective assume that

young children will acquire
knowledge naturally and
Arnold Gessell automatically as they grow
(1880-1961)
physically and become older,
provided that they are healthy.
ENVIRONMENTALIST
THEORY
Watson Skinner Bandura

(1878-1958) (1904-1990) (1925- )
• Environmentalists believe the child's environment

shapes learning and behavior. Thus, human behavior,
development and learning are thought of as reactions to
the environment.
• Optimal language development depends on
interactions with the best possible language models
(Morrison, 1995) – content of language differ
according to environmental factors
• Children’s environment shapes learning and
behaviour
• Human behaviour, development, and learning are
reactions to the environment
Theories: environmentalis
CONSTRUCTIVIST THEORY
Piaget Montessori Vygotsky

(1896-1980) (1870-1952) (1896-1934)
• Constructivists believe that learning and

development occur when young children interact
with the environment and people around them

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Getting him/her

ready for school

Readiness of many kind happen in many

• refers to the mastery of skills and techniques that involve

• Psychomotor readiness becomes optimum when physical

• It involves the development of sensory-perceptual skills;

• refers to students’ attitudes, needs, feelings and

• composes of students’ attitudes as well as

• positive affective readiness determines

• Qualities needed to cultivate affective readiness:

• refers to the growing ability to relate to others

• The development of social readiness is

• refers to the mental readiness to learn something.

• Understanding the cognitive development of the

• Readiness for learning refers to the

• refers to the condition of children as they enter

Readiness to participate in reading /

• The information and skills basic to the

• Level of intelligence and his possession of

• The desire to learn the new material

• Hildreth, 1968: interrelated factors

• Harrison & Inglis: physiological, intellectual

• Rubin, 1991: educational & non-educational

• educational & non-educational factors

• McGinnis & Smith (1982): successful learning

• lack of success and feelings of inadequacy

-- more dependent on school experiences for

• Teachers: critical source of stimulation to

• Carter (1970): teacher expectations affect

• This perspective assume that

Watson Skinner Bandura

• Environmentalists believe the child's environment

Piaget Montessori Vygotsky

• Constructivists believe that learning and

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