THE AGE  Newspaper article of Monday May 7th 2007.

Question:  My kindergarten teacher told parents at an information evening that the main purpose of kinder is not to prepare children for school. I thought it was. Can you please explain what kindergarten is meant to be about and the difference between readiness and preparation?

Answer:

YOUR preschool teacher is quite right. During the preschool year, many opportunities are provided for children to experience, to explore and to experiment through a play-based approach. Through these opportunities children are learning and acquiring skills about many aspects of life. They are learning to make decisions and choices, to follow directions, to make plans and to reflect on their experiences. They are learning the beginning stages of interaction with their peers, how to deal with conflict, how to initiate ideas and to take risks with new experiences. Through their play, children are also developing literacy and numeracy from the incidental conversations and activities provided. For example, when a child is pulling out the masking tape to build with boxes, and says, "It's not long enough, I need more", we see evidence of the child's understanding of length and measurement. The preschool year is really about a preparation for life, which builds upon all the learning that children have experienced at home. Preparation for life is about learning how to deal with others, to make choices, to develop an understanding of yourself, to think creatively, to solve problems, to learn to be motivated to find out, to try out, to experience and to persevere. The preschool year is not, just like any year of school is not, simply a year in which we somehow get them prepared for the next year. Each year is valuable and a means unto itself. Sometimes parents believe preparation for school means using the preschool year to practise lining up, learning to read, reciting the alphabet or learning to count. This is not necessary and neither is it preparation for school. Each year of preschool and school needs to be valued for the time and experience and stage of life and learning that each child is at. That is why each preschool teacher has a specific early childhood qualification to bring expertise to learning-throughplay during the preschool year. Preschool is not practice for school. Additionally, many schools now use a play-based curriculum in their early years, so things like lining up and formal worksheets are not being used. Even if they are, the role of the preschool is not to give children practice in these things. Children, once ready and mature enough for school, will adapt to the various practices and expectations each school requires. Readiness is different from preparation. There is always a lot of confusion and debate about when is the best time for a child to start school. Readiness generally is defined as having sufficient maturity to be able to concentrate, follow directions, ad independently, not require too much direction and prompting by teachers and a whole host of other issues. Given children can enter school at a very young age in Victoria, there will always be some children who could benefit from an additional year before starting, to allow their maturity the time to consolidate. While some people claim it doesn't matter when a child starts school as they all "catch up", we need to be mindful that successful learning and feeling happy and engaged at school are most important, not just having to spend years "catching up". Nor is academic achievement the only aspect of what it means to succeed in school. We want all children to make the most of each year and not to find things particularly difficult. Prep teachers, preschool teachers and most members of the community want children to enter school with the maturity to make the most of their time happily rather than just "coping". There is often an unnecessary rush in the community and an anxiety about sending children off early. In most cases, this is not necessary. Preschool teachers are often - alongside parents - the most effective and helpful in assisting parents to make these decisions about readiness. Finally, we all need to ensure our children enjoy, engage and make the most of each year of their education. Learning is not a race to be won to see who gets there first. Learning is about acquiring satisfaction, meaning and skills and feeling good about ourselves. It is learning to interact and respect others, rather than intimidate, criticise harshly or judge others. Giving ourselves permission as parents and teachers to enjoy the year our children are having - rather than spending endless hours preparing them for what we think might occur in the future - will help all children experience a meaningful and happy year, whatever year they are in.

Copyright © Kathy Walker 2007

Kathy Walker is an education consultant specialising in early childhood and primary years and a former lecturer at RMIT University.