tag:theconversation.com,2011:/uk/topics/starting-school-14834/articlesStarting school – The Conversation2023-08-28T20:04:13Ztag:theconversation.com,2011:article/2119972023-08-28T20:04:13Z2023-08-28T20:04:13ZHow can I tell if my child is ready to start school next year?<p>At this time of year many parents and carers are asking a familiar set of questions. </p>
<p>Should I send my child to school next year? Are they ready? Would it be better to hold them back? </p>
<p>These are complex questions. Here are some factors for parents to consider. </p>
<h2>You need to be at school by the age 6</h2>
<p>In Australia, primary and secondary school are <a href="https://www.servicesaustralia.gov.au/school-years?context=60007#:%7E:text=Getting%20started%20with%20school,-School%20education%20is&text=Primary%20and%20secondary%20school%20are,or%20years%208%20to%2010">compulsory</a> between the ages of 6 and 16, however there are varying cut-off dates between <a href="https://www.servicesaustralia.gov.au/finding-and-enrolling-school-when-raising-kids?context=60007">states and territories</a>.</p>
<p>For example, children in NSW can start school the year they turn five if their birthday is before July 31, and must be enrolled before they turn six. </p>
<p>In the Australian Capital Territory and Victoria the cut-off date is April 30, in South Australia it is May 1, in Queensland and the Northern Territory it is June 30.</p>
<p>This means a class in the first year of school can have a big difference in ages. Some will start school while they are still four, others could be six. </p>
<p>So depending on when your child’s birthday is, you may have a choice to send them this year or next.</p>
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Read more:
<a href="https://theconversation.com/a-push-to-raise-the-school-starting-age-to-6-sounds-like-good-news-for-parents-but-theres-a-catch-189624">A push to raise the school starting age to 6 sounds like good news for parents, but there's a catch</a>
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<h2>The cost-of-living question</h2>
<p>Although the school start decision is ultimately placed at the feet of parents, government policies and support are essential considerations for families. </p>
<p>Some parents cannot wait to send their children to school because it means they will no longer need to pay childcare fees.</p>
<p>As the <a href="https://theconversation.com/you-dont-have-to-be-an-economist-to-know-australia-is-in-a-cost-of-living-crisis-what-are-the-signs-and-what-needs-to-change-210373">cost of living</a> continues to be a concern for many Australian families, parents will no doubt be comparing the ongoing cost of childcare with the lack of fees in the public school system. </p>
<p>However for some, the July 2023 boost to the <a href="https://www.servicesaustralia.gov.au/your-income-can-affect-child-care-subsidy?context=41186#fromjuly">childcare subsidy</a> may mean school is no longer a radically cheaper option. </p>
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<img alt="A young girl hangs from a monkey bar." src="https://images.theconversation.com/files/544934/original/file-20230828-236707-km5u5b.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/544934/original/file-20230828-236707-km5u5b.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/544934/original/file-20230828-236707-km5u5b.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/544934/original/file-20230828-236707-km5u5b.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/544934/original/file-20230828-236707-km5u5b.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/544934/original/file-20230828-236707-km5u5b.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/544934/original/file-20230828-236707-km5u5b.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Children need to go to school by the time they are six.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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<h2>Is it better to ‘hold them back?’</h2>
<p><a href="https://www.igi-global.com/chapter/early-school-outcomes-for-children-who-delay-kindergarten-entry/262416">Research</a> shows wealthier families are more likely to delay starting school, to give their children more time to develop physically, academically and emotionally.</p>
<p>Certainly there is no shortage of <a href="https://www.smh.com.au/national/nsw/a-very-sydney-thing-more-parents-delaying-children-from-starting-school-20230817-p5dxcv.html">news reports</a> featuring parents who decide to “hold them back” in the belief it is beneficial. There is some evidence this is more often the case <a href="https://www.sciencedirect.com/science/article/pii/S0885200619300110">for boys</a>. </p>
<p>But research only shows a slight benefit in academic and socio-behavioural outcomes in the early years of school. Australian <a href="https://theconversation.com/should-you-hold-your-child-back-from-starting-school-research-shows-it-has-little-effect-on-their-maths-and-reading-skills-132874#:%7E:text=Our%20research%20on%20delayed%20entry&text=We%20found%20students%20in%20Year,those%20sen.">research suggests</a> delayed school entry does not have a lasting influence on basic reading and maths skills in middle primary school and the early years of high school.</p>
<p>Nevertheless, the option to delay starting school is particularly important for children who may need more time to develop. This includes children from <a href="https://www.tandfonline.com/doi/full/10.1080/01425692.2022.2030672">culturally and linguistically diverse backgrounds</a> as well as children who have specific <a href="https://raisingchildren.net.au/disability/school-play-work/school/starting-primary-school-disability">inclusion needs</a>. Parents of these children also need more support as they prepare their children for school. </p>
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Read more:
<a href="https://theconversation.com/should-you-hold-your-child-back-from-starting-school-research-shows-it-has-little-effect-on-their-maths-and-reading-skills-132874">Should you hold your child back from starting school? Research shows it has little effect on their maths and reading skills</a>
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<h2>The focus of school has changed</h2>
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<img alt="A young boy reads a picture book." src="https://images.theconversation.com/files/544936/original/file-20230828-161973-vi4l1k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/544936/original/file-20230828-161973-vi4l1k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=900&fit=crop&dpr=1 600w, https://images.theconversation.com/files/544936/original/file-20230828-161973-vi4l1k.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=900&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/544936/original/file-20230828-161973-vi4l1k.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=900&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/544936/original/file-20230828-161973-vi4l1k.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1131&fit=crop&dpr=1 754w, https://images.theconversation.com/files/544936/original/file-20230828-161973-vi4l1k.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1131&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/544936/original/file-20230828-161973-vi4l1k.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1131&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">School learning today has a focus on teaching students to think for themselves and values play.</span>
<span class="attribution"><span class="source">Shutterstock.</span></span>
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<p>The education system and the way childhood is viewed by schools has also changed in recent decades. Instead of seeing children as “blank slates” to be filled with knowledge, <a href="https://www.australiancurriculum.edu.au/parent-information/">contemporary ideas</a> see children as active learners, with rights to play and agency or choice. </p>
<p><a href="https://www.education.gov.au/australian-curriculum/national-stem-education-resources-toolkit/i-want-know-about-stem-education/what-works-best-when-teaching-stem/links-21st-century-learning">Learning today</a> is about ways of thinking, ways of working and ways of living. </p>
<p>This means specific subject knowledge – such as children knowing letters and sounds – is now considered just one of the skills children learn. </p>
<h2>Think about these questions</h2>
<p>Unsurprisingly, our ideas about “school readiness” have also changed. When educators think about whether a child is ready to start school they consider these sorts of issues: </p>
<ul>
<li><p><strong>executive function:</strong> can your child stay focused and retain bits of information? </p></li>
<li><p><strong>self-regulation:</strong> can they manage their emotions?</p></li>
<li><p><strong>asking for help:</strong> can they ask for help if they need it to understand an instruction or deal with a problem in the playground?</p></li>
<li><p><strong>wellbeing:</strong> does your child have good self-esteem and how do they manage if things aren’t going well?</p></li>
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<p>These aspects of children’s development have been found to be <a href="https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01582/full">closely linked with success</a> in educational contexts. </p>
<h2>Transitions matter more than the age</h2>
<p>It can seem like there is huge pressure on parents to “get it right” over school starting age. But it is worth remembering starting school is just one of the <a href="https://theconversation.com/a-message-to-anxious-parents-as-320-000-australian-children-start-school-198659">transitions</a> children will make in their lives. </p>
<p>Also remember you are not alone. Many people are also grappling with these questions. </p>
<p>If you are unsure of your child’s development in these areas – talk to your “educational village”. These are your child’s early childhood educators, maternal and child health team and the school you are considering. They are here to help.</p><img src="https://counter.theconversation.com/content/211997/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>With colleagues, Kate Highfield receives funding from the Australian Research Council. She is a member of Early Childhood Australia, and the Head of Discipline (Early Childhood Education) at Australian Catholic University.</span></em></p><p class="fine-print"><em><span>Victoria Minson is affiliated with Australian Journal of Early Childhood as an Assistant Editor</span></em></p>Depending on your child’s birthday, you may have a tricky decision to make about when they start school.Kate Highfield, Senior Lecturer, Deputy Head of School (ACT and regional NSW), Australian Catholic UniversityVictoria Minson, Lecturer and Bachelor of Early Childhood Education (Birth to Five Years) (Accelerated) Course Coordinator, Australian Catholic UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1986592023-01-29T19:10:30Z2023-01-29T19:10:30ZA message to anxious parents as 320,000 Australian children start school<figure><img src="https://images.theconversation.com/files/506730/original/file-20230127-15-81in7u.jpg?ixlib=rb-1.1.0&rect=35%2C42%2C4279%2C3128&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Erik Anderson/AAP</span></span></figcaption></figure><p>Around Australia, <a href="https://ministers.education.gov.au/clare/more-four-million-students-head-school-week">about 320,000 children</a> are starting school for the first time. As an early childhood researcher, former kindergarten teacher, and parent of a child beginning school on Monday, this transition fascinates me.</p>
<p>Culturally we place so much importance on this time. Everyone from the lovely cashier at the supermarket, to family, friends and neighbours have been eagerly asking my child, “are you excited about starting school?”</p>
<p>While people have good intentions, the question comes with the clear expectation that “starting big school” is a really big deal. And this puts a lot of pressure on the transition. </p>
<p>For parents, it also raises the question of how best we can prepare our children (and ourselves) for this time. The following tips may help.</p>
<h2>Learning is ongoing, not a one-off</h2>
<p>Research <a href="https://read.oecd-ilibrary.org/education/starting-strong-v_9789264276253-en#page21">consistently shows</a> a positive start to school is linked to long-term benefits in education and wellbeing and helps avoid issues such as <a href="https://raisingchildren.net.au/school-age/school-learning/school-refusal/school-refusal">school avoidance and refusal</a>.</p>
<p>Parents (me included) need to recognise children’s learning as a lifelong <a href="https://www.learningtrajectories.org/lt-resources/what-are-learning-trajectories">trajectory</a>. What happens in the first weeks of school will not determine your child’s success in life. Your. child will continue to build skills over the year and over their whole school experience.</p>
<p>It is easy to compare your child with others, but often this is unhelpful. </p>
<p>There will be some children starting school who can read, some who will know letters and sounds, and others who are just beginning in this area. Schools will be aware of this (and realistically, children do not need to be fluent readers at five or six). </p>
<p>Traditional thinking has been that all children should be able to do certain things before starting school, with a focus on “school readiness”. But this has been replaced with a new focus on schools being ready for all students, regardless of their diverse skills. </p>
<h2>Communication matters</h2>
<p>Ongoing, clear communication with our children about what to expect and how to manage is important. </p>
<p>This could include reminding our children of the pickup routine, or helping them talk about how (and who) to ask for help if they need it. </p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/is-your-child-anxious-about-starting-school-the-approaches-we-use-for-children-with-disability-can-help-all-families-197984">Is your child anxious about starting school? The approaches we use for children with disability can help all families</a>
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<p>Communication also matters with teachers. As parents, this is one key way we can support our children. Research shows <a href="https://www.edresearch.edu.au/practice-hub/family-engagement-learning">family engagement</a> with teachers helps children learn and build confidence. </p>
<p>This means talking to the teacher about your child’s strengths and interests, but also outlining areas where they may need help. In suggesting this, launching into this discussion at drop-off on the first day might not be ideal. Instead, email the front office to set up a time or schedule an early parent-teacher meeting to talk.</p>
<h2>Worry isn’t helpful, but instincts can be powerful</h2>
<p>As parents, we have much we could worry about. Have we read enough books to our kids? Have they watched too much television? Does my child remember where the bathroom is at school? Will they behave? Should I have made them learn all the sounds of the alphabet? Will they drink enough water? The list is endless.</p>
<p>Sometimes our worries can be transmitted to our children. We need to take care to speak positively about school around our kids, to help <a href="https://theconversation.com/is-your-child-anxious-about-starting-school-the-approaches-we-use-for-children-with-disability-can-help-all-families-197984">to reduce anxiety</a> in our children.</p>
<p>But while worry can be unhelpful, parental instincts are important. In my time as a teacher I learned to listen to parents’ concerns, particularly around eyesight and hearing. </p>
<p>For example, if you are concerned that your child might not be seeing things as you share a book, or they don’t hear you unless looking at you, talk to your teacher. Early support is important for all areas of children’s health and development.</p>
<h2>Transitions take time</h2>
<p>Finally, transitions (especially once-in-a-lifetime ones like this) take time, so give yourself and your child time to settle in.</p>
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Read more:
<a href="https://theconversation.com/5-tips-to-help-ease-your-child-back-into-school-mode-after-the-holidays-129780">5 tips to help ease your child back into school mode after the holidays</a>
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<p>Your child will have good days, bad days and OK days. So don’t worry if they don’t come home from school on the first day or week absolutely loving it, or having learned obvious new skills.</p>
<p>Helping our children acknowledge the challenge and seeing their growth is helpful (“wow, you’ve done a whole week at your new school!”).</p>
<p>This is not just about academic achievement. It can be about making friends, learning how to buy their lunch at the canteen or mastering the monkey bars.</p><img src="https://counter.theconversation.com/content/198659/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>With colleagues, Kate Highfield receives funding from the Australian Research Council. She is a member of Early Childhood Australia, and the Head of Discipline (Early Childhood Education) at Australian Catholic University. </span></em></p>There is a lot of pressure on the transition to ‘big school’. For parents, this raises the question of how best we can prepare our kids and ourselves for this time.Kate Highfield, Senior Lecturer, Deputy Head of School (ACT and regional NSW), Australian Catholic UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1532972021-01-17T19:01:15Z2021-01-17T19:01:15ZIs your child anxious about starting school for the first time? Here’s how you can help<figure><img src="https://images.theconversation.com/files/378959/original/file-20210114-20-1sbx3t7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/children-go-back-school-start-new-1117916582">Shutterstock</a></span></figcaption></figure><p>Starting school is an important event for children and a positive experience can <a href="https://eric.ed.gov/?id=EJ586491">set the tone</a> for the rest of their school experience.</p>
<p>Some children are excited to attend school for the first time, yet others feel anxious. Back to school anxiety is a <a href="https://healthyfamilies.beyondblue.org.au/age-6-12/mental-health-conditions-in-children/anxiety/tackling-back-to-school-anxiety">widely accepted phenomenon</a>, but there is no data on exactly how many children feel anxious prior to starting school. </p>
<p>The data available indicates <a href="https://www1.health.gov.au/internet/main/publishing.nsf/Content/9DA8CA21306FE6EDCA257E2700016945/$File/child2.pdf">6.9% of 4-11 year olds</a> (278,000 children) have a diagnosed anxiety disorder in Australia. </p>
<p>Children who experience anxiety are more likely to have <a href="https://youngmindsmatter.telethonkids.org.au/NAPLAN">worse academic outcomes</a> if it is not addressed. Therefore, it is critical to manage feelings of anxiety effectively to ensure children experience success in school. Parents can be comforted by the fact <a href="https://books.google.com.au/books?hl=en&lr=&id=wA9HDgAAQBAJ&oi=fnd&pg=PT8&dq=anxiety+exposure+therapy+children&ots=aA1aYkWvr-&sig=tYGBtZvYp3VNAp0RI0v-2X3gs8A#v=onepage&q=anxiety%20exposure%20therapy%20children&f=false">research</a> shows exposure to our fears helps to reduce anxiety. </p>
<h2>Fear of the unknown</h2>
<p>Children can feel anxious about starting school due to uncertainty and a perceived lack of control. <a href="https://www.tandfonline.com/doi/pdf/10.1080/0300443991590109?casa_token=XUn060cEI80AAAAA:4WgTOQFLg_kjzkaQ1rUN6XZiOBk3fusi8BBQ8aHrLGJM_V65PdYnmBWzEbuR8qaJ0rfiN3gYAT0TNw">In one study</a>, children said they felt shy or scared when they were starting school because they were unsure of their teacher, what was going to happen and where they would put their things. </p>
<p><a href="https://www.tandfonline.com/doi/pdf/10.1080/0300443991590109?casa_token=XUn060cEI80AAAAA:4WgTOQFLg_kjzkaQ1rUN6XZiOBk3fusi8BBQ8aHrLGJM_V65PdYnmBWzEbuR8qaJ0rfiN3gYAT0TNw">Children also reported</a> making friends and meeting “scary big kids” as a worry when they were starting school. However, some children were also excited about the possibility of making new friends. </p>
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Read more:
<a href="https://theconversation.com/from-childcare-to-high-school-what-to-do-if-you-dont-like-your-kids-friend-126193">From childcare to high school – what to do if you don't like your kid's friend</a>
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<p>This shows if children perceived the experience as a threat rather than an opportunity, they experienced anxiety. </p>
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<a href="https://images.theconversation.com/files/378962/original/file-20210114-23-pvyshp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Drawing of anxious parents, and the anxiety of their young boy about to go to school." src="https://images.theconversation.com/files/378962/original/file-20210114-23-pvyshp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/378962/original/file-20210114-23-pvyshp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=498&fit=crop&dpr=1 600w, https://images.theconversation.com/files/378962/original/file-20210114-23-pvyshp.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=498&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/378962/original/file-20210114-23-pvyshp.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=498&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/378962/original/file-20210114-23-pvyshp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=626&fit=crop&dpr=1 754w, https://images.theconversation.com/files/378962/original/file-20210114-23-pvyshp.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=626&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/378962/original/file-20210114-23-pvyshp.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=626&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">While being anxious about your child’s school experience comes from love, it can communicate to them there is a threat.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-vector/elementary-school-boy-has-something-on-1727730361">Shutterstock</a></span>
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<h2>The stories we tell</h2>
<p>When children have not attended school before they rely on their parents’ stories to help them frame their expectations. <a href="https://www.cambridge.org/core/services/aop-cambridge-core/content/view/792882461C40E00C16C695F7CA8DBABF/S0954579414001187a.pdf/div-class-title-socially-anxious-mothers-narratives-to-their-children-and-their-relation-to-child-representations-and-adjustment-div.pdf">Research</a> indicates children have increased social anxiety when parents’ stories include a threat in the environment or suggest the child is vulnerable. </p>
<p>Conversely, when parents’ stories include encouragement and suggest the child is competent and can cope, the children have less anxiety. </p>
<p>Related to that is research showing children can experience anxiety due to either <a href="https://www.centerforcbt.net/post/how-to-raise-a-resilient-child-part-3">excessive reassurance from their parents</a> or overprotectiveness. While excessive reassurance is done to encourage children, it can also communicate to them there is a threat. It can cause children to become <a href="https://www.centerforcbt.net/post/how-to-raise-a-resilient-child-part-3">reliant on their parents</a> for comfort when they are stressed and believe they are unable to cope alone. </p>
<p>Being overprotective can be due to <a href="https://www.tandfonline.com/doi/full/10.1080/01926180802534247">parents’ own anxiety and insecurities</a> about the school system. Unfortunately, while it is done in love, too much parent control leads to <a href="https://www.tandfonline.com/doi/abs/10.1080/08917779108248768">reduced problem solving skills and reduced competence</a> in children. Overprotective parenting can communicate to children they <a href="https://www.tandfonline.com/doi/full/10.1080/01926180802534247">need protecting from a “threat” </a> (school). Children begin to feel anxious unless their parent is there to protect them. </p>
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Read more:
<a href="https://theconversation.com/too-much-love-helicopter-parents-could-be-raising-anxious-narcissistic-children-116182">Too much love: helicopter parents could be raising anxious, narcissistic children</a>
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<p>Separation from parents can cause anxiety too. The <a href="https://www1.health.gov.au/internet/main/publishing.nsf/Content/9DA8CA21306FE6EDCA257E2700016945/$File/child2.pdf">diagnosis of separation anxiety</a> is characterised by excessive anxiety concerning separation from the home or from those to whom the child is attached. Separation anxiety is normal in children but can be exacerbated by <a href="https://www.mayoclinic.org/diseases-conditions/separation-anxiety-disorder/symptoms-causes/syc-20377455">divorce, stress, or the child’s temperament</a>. </p>
<h2>What helps children feel less anxious about starting school?</h2>
<p>There are several things that can help children — and their parents — feel less anxious about starting school.</p>
<p>Schools can communicate well with parents so they have knowledge about the upcoming processes. When <a href="https://www.sciencedirect.com/science/article/pii/S1877042810002168">parents know how things work they have reduced anxiety</a>, therefore their child also has less anxiety. Schools can explain where children are dropped off, how long parents can stay, and how they arrange meetings with teachers. If you are a parent, ask for this information if it is not provided.</p>
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<a href="https://images.theconversation.com/files/378964/original/file-20210115-20-1a8yoik.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Mother talking to her schoolgirl kid and smiling in the school corridor." src="https://images.theconversation.com/files/378964/original/file-20210115-20-1a8yoik.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/378964/original/file-20210115-20-1a8yoik.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=416&fit=crop&dpr=1 600w, https://images.theconversation.com/files/378964/original/file-20210115-20-1a8yoik.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=416&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/378964/original/file-20210115-20-1a8yoik.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=416&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/378964/original/file-20210115-20-1a8yoik.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=523&fit=crop&dpr=1 754w, https://images.theconversation.com/files/378964/original/file-20210115-20-1a8yoik.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=523&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/378964/original/file-20210115-20-1a8yoik.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=523&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">You can help set a positive tone for your child’s school experience.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/first-day-school-mother-leads-little-1135645004">Shutterstock</a></span>
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<p>Parents and schools can provide children with skills and information. This can include positive advice on making friends, where things are located (such as the toilet), and how to access support. Some certainty and control can alleviate feelings of anxiety.</p>
<p><a href="https://www.tandfonline.com/doi/pdf/10.1080/0300443991590109?casa_token=XUn060cEI80AAAAA:4WgTOQFLg_kjzkaQ1rUN6XZiOBk3fusi8BBQ8aHrLGJM_V65PdYnmBWzEbuR8qaJ0rfiN3gYAT0TNw">Research</a> shows talking to children about future events and listening to their concerns can alleviate anxiety. This doesn’t mean you bring up potential threats, but address concerns on the children’s mind.</p>
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Read more:
<a href="https://theconversation.com/so-your-child-refuses-to-go-to-school-heres-how-to-respond-98935">So your child refuses to go to school? Here's how to respond</a>
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<p>When parents make links between previous positive experiences and starting school, children are <a href="https://www.tandfonline.com/doi/pdf/10.1080/0300443991590109?casa_token=XUn060cEI80AAAAA:4WgTOQFLg_kjzkaQ1rUN6XZiOBk3fusi8BBQ8aHrLGJM_V65PdYnmBWzEbuR8qaJ0rfiN3gYAT0TNw">less anxious</a>. Parents can remind children of the time they succeeded at swimming when they were nervous, or how they learned their alphabet. These small successes can provide a foundation for children’s school success.</p>
<p>Parents can also provide their child with some control and certainty over starting school. Let children select their bag and stationery. Walk around the school grounds with them. Introduce them to a child in the same year. Some certainty within uncertainty is healthy.</p>
<p>Finally, tell a good story. School can be exciting and filled with great experiences. Frame school as a potentially positive experience and one to look forward to. They may be nervous but they can overcome it.</p><img src="https://counter.theconversation.com/content/153297/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Mandie Shean does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Anxiety about starting school is common – among both children and parents. This can be for many reasons, but it’s useful to keep in mind exposure to our fears helps reduce anxiety.Mandie Shean, Lecturer, School of Education, Edith Cowan UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1328742020-08-12T20:13:30Z2020-08-12T20:13:30ZShould you hold your child back from starting school? Research shows it has little effect on their maths and reading skills<figure><img src="https://images.theconversation.com/files/352405/original/file-20200812-16-1cvzm70.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/thoughtful-5yearold-boy-riding-on-swing-479841628">Shutterstock</a></span></figcaption></figure><p>Whether to hold a child back from starting school when they are first eligible is a question faced by many parents in Australia each year.</p>
<p>If you start a child at school too early, there’s a fear they may fall behind. But many working parents may wish to send their child to school as soon as they are eligible. Some <a href="https://www.sciencedirect.com/science/article/pii/S0885200619300110">data from NSW indicates</a> children from more advantaged areas are held back more often than their less advantaged peers. And boys are more likely to be held back than girls.</p>
<p>We compared the NAPLAN reading and numeracy results of children who were held back with those who were sent to school when first eligible. Our results — published in the journal <a href="https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdev.13440">Child Development</a> — suggest delayed school entry does not have a large or lasting influence on basic reading and maths skills in middle primary and lower secondary school.</p>
<h2>Delaying school entry across Australia</h2>
<p>School entry cut-off dates vary by state. In most Australian states children born between January and the cut-off date are allowed to begin school aged four. Or they can be held back for an extra year and begin school at five years old. In most states, students must be enrolled in school by the time they turn six.</p>
<p>The exceptions are <a href="https://www.education.tas.gov.au/parents-carers/parent-fact-sheets/age-child-startleave-school/">Tasmania</a>, where children must turn five by January 1 before entering school and Western Australia, where state education policy <a href="http://det.wa.edu.au/curriculumsupport/earlychildhood/detcms/school-support-programs/early-childhood-education/early-childhood-k-2-operational-handbook.en?cat-id=11485515">actively discourages</a> holding children back. In WA parents must gain permission from education authorities before they can hold back their child from starting school.</p>
<p>In <a href="https://education.nsw.gov.au/public-schools/going-to-a-public-school/primary-schools/starting-school">NSW</a>, <a href="https://www.vic.gov.au/starting-primary-school-guide">Victoria</a> and <a href="https://www.qld.gov.au/education/earlychildhood/prep/enrolments">Queensland</a>, parents can make the decision to hold their child back without formal permission from school principals or state education departments. </p>
<p>The percentage of children held back from starting school when first eligible <a href="http://www.australianreview.net/journal/v10/n1/edwards_etal.pdf">varies considerably</a> <a href="https://journals.sagepub.com/doi/abs/10.23965/AJEC.42.2.12">across the country</a>.</p>
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<p>Holding some children back from school and sending others when first eligible means the age range in classrooms can be as much as 19 months between the youngest and oldest students. </p>
<p>Some <a href="https://files.eric.ed.gov/fulltext/ED595496.pdf">international research</a> shows children who are held back do better in academic tests in the early years of primary school — up to about Grade 3. There is also <a href="https://www.sciencedirect.com/science/article/pii/S0885200619300110">some evidence</a> to show students held back are less likely to be rated as developmentally vulnerable by their teachers. </p>
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Read more:
<a href="https://theconversation.com/which-families-delay-sending-their-child-to-school-and-why-we-crunched-the-numbers-111826">Which families delay sending their child to school, and why? We crunched the numbers</a>
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<p>But other research shows no <a href="https://journals.sagepub.com/doi/abs/10.3102/01623737028002153">long-term academic advantage</a> of being held back. Some <a href="https://psycnet.apa.org/record/2009-01936-002">Australian research</a> found students who were younger in their grade cohorts were more motivated and engaged in early high school than their older peers. </p>
<p>In all, prior research has provided mixed evidence. Little largescale research has been conducted in Australia exploring the associations between delayed entry and academic outcomes in later grades. This is a gap we wanted to fill.</p>
<h2>Our research on delayed entry</h2>
<p>We were interested in finding out whether children who were held back from starting school performed better in NAPLAN tests in Years 3, 5, 7 and 9. NAPLAN tests can tell us broadly how well children are going in reading and maths. </p>
<p>We compared the scores of 2,823 children in the reading and numeracy sections of NAPLAN tests at each grade. </p>
<p>We found students in Year 3 received slightly higher results in NAPLAN if they were held back, compared to their peers who were not. But this slight advantage reduced at Years 5 and 7. By Year 9 students who were held back did no better on NAPLAN tests than those sent when first eligible. </p>
<p>When we took into account individual differences in students’ ability to focus attention, there was no difference in achievement between students who were held back and those sent on time in any grade level.</p>
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Read more:
<a href="https://theconversation.com/dont-blame-the-teacher-student-results-are-mostly-out-of-their-hands-124177">Don't blame the teacher: student results are (mostly) out of their hands</a>
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<p>Even differences in age exceeding 12 months appear to make little difference to NAPLAN achievement later in school. The results also indicate individual differences in ability to focus may matter more for NAPLAN achievement than being held back a year.</p>
<h2>What we didn’t look at</h2>
<p>This research can tell us about averages but it can’t tell us about individual circumstances that might warrant holding a child back from school. Early childhood teachers may recommend children with <a href="https://journals.sagepub.com/doi/abs/10.23965/AJEC.42.2.12">developmental delays</a> or notable difficulty with language or behaviour be held back for an additional year.</p>
<p>Parents may also <a href="https://journals.sagepub.com/doi/abs/10.23965/AJEC.42.2.12">take into account</a> the social skills of children when making decisions about delayed entry. We did not investigate social or behavioural outcomes in this research so we cannot draw conclusions about the association between delayed school entry and these important skills. </p>
<p>But this research suggests that despite some initial advantages for children who are held back, all children - regardless of age at school entry - make consistent progress in their reading and numeracy skills from Grade 3 to Grade 9. And any initial advantages for delayed children are negligible by the middle of secondary school.</p><img src="https://counter.theconversation.com/content/132874/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Students in Year 3 had slightly higher results in NAPLAN if they were held back. By Year 9 students who were held back did no better on NAPLAN tests than those sent when first eligible.Sally Larsen, PhD candidate, Education & Psychology, University of New EnglandCallie Little, Postdoctoral research fellow, University of New EnglandLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1311342020-02-12T19:14:08Z2020-02-12T19:14:08Z1 in 5 kids start school with health or emotional difficulties that challenge their learning<figure><img src="https://images.theconversation.com/files/314627/original/file-20200211-109951-1wc2p8l.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">from Shutterstock.com</span></span></figcaption></figure><p>Teachers identify one in five children as having emerging health or developmental concerns when they start school. This might include a child being disruptive, having difficulties understanding the teacher’s instructions, or experiencing fears and anxieties at a level that makes it difficult for them to learn.</p>
<p>Our research, published in “<a href="https://onlinelibrary.wiley.com/doi/full/10.1111/cch.12737">Child: care, health and development</a>”, found by year three these children, on average, had poorer NAPLAN results in reading and numeracy than those who didn’t start school with such difficulties. </p>
<p>Socio-economic disadvantage added further to the risk of poor learning outcomes for children with emerging concerns.</p>
<p>Previous research has highlighted how developmental and health concerns when starting school, that aren’t adequately addressed, can have a <a href="https://onlinelibrary.wiley.com/doi/full/10.1111/cch.12164">profound impact on children’s school experiences</a>. </p>
<p>Children can miss school, have trouble doing school work due to fatigue or problems learning, or feel left out from their peer group and school life.</p>
<p>We can’t just look to individual schools and teachers to fix this. The whole of the education system needs reform to meet the needs of this large group of children.</p>
<h2>What kind of difficulties are these?</h2>
<p>In Australia, not all health and developmental difficulties qualify children for special needs programs. Our research focused on children with mild to moderate difficulties emerging in the early years of school. These can go under the radar.</p>
<p>The Australian Early Development Census (<a href="https://www.aedc.gov.au/">AEDC</a>) collects data from teachers across Australia about all children’s development in their first year of school, every three years. Data from 2015 shows <a href="https://onlinelibrary.wiley.com/doi/full/10.1111/jpc.14192">17% of children</a> had emerging developmental concerns identified by their teacher, but did not qualify as having special needs.</p>
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<strong>
Read more:
<a href="https://theconversation.com/more-children-are-starting-school-depressed-and-anxious-without-help-it-will-only-get-worse-87086">More children are starting school depressed and anxious – without help, it will only get worse</a>
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<p>The majority of teacher concerns for these children related to language (44%), which includes children not being able to express themselves or follow directions. The next most common were concerns about behaviour (17%) such as the child having trouble with classroom rules; emotional problems (16%) such as withdrawing from learning and peers; and learning difficulties (10%) such as picking up specific reading skills. </p>
<p>The percentage of children starting school with these types of difficulties is increasing. The proportion of children with teacher-identified language difficulties rose from 8% to 14% between 2009 and 2015. </p>
<h2>How this affects learning</h2>
<p>We <a href="https://onlinelibrary.wiley.com/doi/full/10.1111/cch.12737">analysed</a> the AEDC and NAPLAN data of 42,619 Victorian children. We looked at associations between teachers’ concerns when the children started school and their NAPLAN results in reading and numeracy at year three. </p>
<p>We also accounted for socio-demographic factors that could impact on both health and learning.</p>
<p>We found teachers’ concerns about children’s health and development at the start of school predicted lower reading and numeracy scores. By year three, this equated to about nine months behind in schooling on average.</p>
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<a href="https://images.theconversation.com/files/314690/original/file-20200211-146670-1ouyoqx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/314690/original/file-20200211-146670-1ouyoqx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/314690/original/file-20200211-146670-1ouyoqx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=399&fit=crop&dpr=1 600w, https://images.theconversation.com/files/314690/original/file-20200211-146670-1ouyoqx.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=399&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/314690/original/file-20200211-146670-1ouyoqx.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=399&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/314690/original/file-20200211-146670-1ouyoqx.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=502&fit=crop&dpr=1 754w, https://images.theconversation.com/files/314690/original/file-20200211-146670-1ouyoqx.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=502&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/314690/original/file-20200211-146670-1ouyoqx.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=502&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">Disadvantage and developmental difficulties affect kids’ learning.</span>
<span class="attribution"><span class="source">from Shutterstock.com</span></span>
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<p>The combined effect of emerging concerns and socio-economic disadvantage on children’s academic learning was even greater. Around one-third (34%) of children with emerging concerns, and 39% of children from disadvantaged backgrounds, had poor reading and or numeracy outcomes. </p>
<p>When children had both emerging concerns and disadvantage, 60% had poor outcomes.</p>
<p>Children living in disadvantaged circumstances have less access to appropriate health and education supports (such as to <a href="https://www.sciencedirect.com/science/article/pii/S0277953618302041">specialist health services</a>) that can be a buffer against poor learning outcomes. Because academic skills are vital for future career and education opportunities, this has the potential to reinforce the cycle of disadvantage across generations.</p>
<h2>What do we need to do?</h2>
<p>We <a href="https://www.sciencedirect.com/science/article/abs/pii/S1876285917300670">previously found</a> that 84% of children who started school with emerging health and developmental concerns did not have their needs consistently reported by their teacher and parent. </p>
<p>While the data couldn’t tell us the reasons why, it may not be surprising since parents and teachers see children in different contexts and from different perspectives. For example, a child may struggle more with the learning demands in a classroom which parents may not know about. But on the other hand, parents might be managing a medication routine at home the teacher may not be aware of.</p>
<p>This separation can become problematic if it interferes with children getting the support and services they need. Teachers are instrumental in identifying and making referrals to school services. Parents are increasingly expected to advocate for their child to receive additional support and services at school and in the community. </p>
<p>Health practitioners in and outside schools are also important parts of children’s care teams. They can offer information about a health condition, ideas for strategies to support the child at school, and information about their own services, to avoid duplication. </p>
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Read more:
<a href="https://theconversation.com/how-do-i-know-if-my-child-is-developing-normally-129137">How do I know if my child is developing normally?</a>
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<p>To build a shared understanding of children’s needs across these stakeholders, we need to find <a href="https://www.nccd.edu.au/wider-support-materials/what-underpinning-legislation?parent=/understanding-nccd&activity=/wider-support-materials/what-nccd&step=0">new ways to quickly identify</a>, communicate about, and respond to children’s needs as they first become apparent. </p>
<p>The <a href="https://www.nccd.edu.au/">Nationally Consistent Collection of Data</a> – an annual collection of information about Australian school students with disability – is an example of a positive shift towards recognising children with emerging needs and providing a common framework for understanding them. This is achieved by taking the focus away from a child’s diagnosis (or lack of it) and towards the adjustments needed to help children learn and participate at school.</p>
<p>Moving in these directions requires <a href="https://www.education.vic.gov.au/Documents/about/department/psdlitreview_EducationalSupportforStudentswithASD.pdf">rethinking our approach to resourcing schools</a> to support children with emerging health and developmental concerns, particularly for those who are also disadvantaged.</p><img src="https://counter.theconversation.com/content/131134/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Meredith O'Connor received funding from the Murdoch Children's Research Institute Population Health Theme and this project was supported by the Victorian Government's Operational Infrastructure Support Program.</span></em></p><p class="fine-print"><em><span>Sharon Goldfeld receives funding from the National Health and Medical Research Council Practitioner Fellowship (APP1155290). </span></em></p><p class="fine-print"><em><span>Jon Quach does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>By year three, children identified as having difficulties when they start school, are around nine months behind their peers in learning.Meredith O'Connor, Senior Research Officer, Murdoch Children's Research InstituteJon Quach, Senior lecturer, The University of MelbourneSharon Goldfeld, Director, Center for Community Child Health Royal Children's Hospital; Theme Director Population Health Murdoch Children's Research Institute; and Professor, Department of Paediatrics, The University of MelbourneLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1297802020-01-15T19:09:34Z2020-01-15T19:09:34Z5 tips to help ease your child back into school mode after the holidays<figure><img src="https://images.theconversation.com/files/310096/original/file-20200114-151844-1g1zmkf.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">The holidays will likely disrupt usual school sleep and wake times.</span> <span class="attribution"><span class="source">from shutterstock.com</span></span></figcaption></figure><p>Most children in Australia are going back to school in just over a week. Children experience a <a href="https://www.cambridge.org/core/journals/children-australia/article/selfreported-perceptions-readiness-and-psychological-wellbeing-of-primary-school-students-prior-to-transitioning-to-a-secondary-boarding-school/C86DEA7A6CD20AAF29C26C6947A01F7E">mix of emotions</a> when it comes to going to school. </p>
<p>Easing back after the holidays can range from feeling really excited and eager to concern, fear or anxiety. Getting butterflies or general worry about going back to school is <a href="https://kidshealth.org/en/teens/school-stress.html">common</a>. </p>
<p>Among the <a href="https://media.bloomsbury.com/rep/files/ch2-outline.pdf">biggest worries of preschool children</a> are feeling left out, being teased or saying goodbye to their caregiver at drop off. Concerns of <a href="https://learning.nspcc.org.uk/research-resources/childline-annual-review/">school-aged children are about </a> exams (27%), not wanting to return to school (13%), and problems with teachers (14%). Some feel lonely and isolated. </p>
<p>The <a href="https://www.missionaustralia.com.au/publications/youth-survey/1326-mission-australia-youth-survey-report-2019/file">main concerns</a> for teens are coping with stress (44.7%), school or study problems (34.3%) and mental health (33.2%).</p>
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Read more:
<a href="https://theconversation.com/more-children-are-starting-school-depressed-and-anxious-without-help-it-will-only-get-worse-87086">More children are starting school depressed and anxious – without help, it will only get worse</a>
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<p>Not thinking about school until it is time to go back is one way to enjoy the last week of holidays. But for some, this can make going back to school more difficult.</p>
<p>Supporting parents, children and young people with back-to-school challenges can help reduce negative school experiences using the below steps.</p>
<h2>1. Set up a back-to-school routine</h2>
<p>Create structure about going back with a <a href="https://healthyfamilies.beyondblue.org.au/age-6-12/mental-health-conditions-in-children/anxiety/tackling-back-to-school-anxiety">school routine</a>. Be guided by your knowledge and history of what best supports your child during times of change and transition.</p>
<p><a href="https://raisingchildren.net.au/school-age/school-learning/school-homework-tips/morning-routine-for-school">Set up a practical chart of getting ready</a>. You could include: </p>
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<li><p>what needs to be done each day for school like getting up, eating breakfast, dressing</p></li>
<li><p>what help does your child need from you to get ready?</p></li>
<li><p>what they can do on their own? (Establish these together). </p></li>
</ul>
<p>The first week back can cause disruption from being in holiday mode so don’t forget <a href="https://childmind.org/article/encouraging-good-sleep-habits/">healthy habits around sleep</a> (<a href="https://www.health.qld.gov.au/news-events/news/physical-activity-exercise-sleep-screen-time-kids-teens">around 9-11 hours for children aged 5-13</a> and 8-10 hours for those aged 14-17), <a href="https://www1.health.gov.au/internet/main/publishing.nsf/Content/health-pubhlth-strateg-phys-act-guidelines#npa517">exercise</a> (around <a href="https://www1.health.gov.au/internet/main/publishing.nsf/Content/health-pubhlth-strateg-phys-act-guidelines#npa517">one hour per day</a> of moderate to vigorous physical activity <a href="https://raisingchildren.net.au/toddlers/nutrition-fitness/physical-activity/physical-activity-how-much">three times a week</a>) and <a href="https://www.betterhealth.vic.gov.au/health/healthyliving/food-and-your-life-stages">diet</a>. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/wired-and-tired-why-parents-should-take-technology-out-of-their-kids-bedroom-50406">Wired and tired: why parents should take technology out of their kid's bedroom</a>
</strong>
</em>
</p>
<hr>
<p>Having <a href="https://www1.health.gov.au/internet/main/publishing.nsf/Content/health-pubhlth-strateg-phys-act-guidelines#npa517">consistent bed and wake-up </a> times helps too. The National Sleep Foundation <a href="https://www.sleepfoundation.org/articles/plan-ahead-start-back-school-bedtime-routines-now">suggest starting two weeks</a> before the first day of school to set sleep routine habits. But a week beforehand will help get your kid on their way.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/310109/original/file-20200115-151867-11m6sdo.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/310109/original/file-20200115-151867-11m6sdo.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/310109/original/file-20200115-151867-11m6sdo.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/310109/original/file-20200115-151867-11m6sdo.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/310109/original/file-20200115-151867-11m6sdo.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/310109/original/file-20200115-151867-11m6sdo.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/310109/original/file-20200115-151867-11m6sdo.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/310109/original/file-20200115-151867-11m6sdo.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">What do your kids need your help with and what can they do on their own?</span>
<span class="attribution"><span class="source">from shutterstock.com</span></span>
</figcaption>
</figure>
<p>In some way, parents go back to school with their children. Consider adjusting your own schedule to make the transition smoother. If you can’t in the mornings, arrange the evenings so you can give as much time as your child needs, especially during the first week.</p>
<h2>2. Talk about going back to school</h2>
<p>Most children deal with some level of stress or anxiety about school. They have insight into their school experiences, so find out what worries them by asking directly. </p>
<p>You can offer support by normalising experiences of worry and nerves. <a href="https://www.heysigmund.com/how-to-deal-with-school-anxiety-no-more-distressing-goodbyes/">Reassure your child</a> the feelings they have are common and they will likely overcome them once they have settled in. Worries and courage can exist together.</p>
<p>Depending on your child’s age, you can also try the following to help:</p>
<ul>
<li><p>early years/pre-school – write <a href="https://www.andnextcomesl.com/2018/08/free-social-stories-about-going-to-school.html">a social story </a> about going to daycare or school and the routine ahead </p></li>
<li><p>primary years – set up a <a href="https://www.education.vic.gov.au/Documents/childhood/professionals/learning/trkpp6.pdf">peer-buddy system</a> where a peer or older child meets yours at the school gate or, if neighbours, kids can go into school together</p></li>
<li><p>secondary years – establish healthy routines as a family. Support each other around <a href="https://theconversation.com/how-parents-and-teens-can-reduce-the-impact-of-social-media-on-youth-well-being-87619">technology</a> use, sleep and <a href="https://www.education.vic.gov.au/parents/going-to-school/Pages/tips-starting-school.aspx">schoolwork</a>.</p></li>
</ul>
<h2>3. Help create a sense of school belonging</h2>
<p>A sense of belonging at school <a href="https://theconversation.com/many-australian-school-students-feel-they-dont-belong-in-school-new-research-97866">can affect</a> academic success and student well-being. Parents can facilitate positive attitudes about school by setting an encouraging tone when talking about it. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/many-australian-school-students-feel-they-dont-belong-in-school-new-research-97866">Many Australian school students feel they 'don't belong' in school: new research</a>
</strong>
</em>
</p>
<hr>
<p>Also show an interest in school life and work, and be available to support your child both <a href="https://link.springer.com/article/10.1007%2Fs10648-016-9389-8">academically and socially</a>.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/310110/original/file-20200115-151867-17dlpx3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/310110/original/file-20200115-151867-17dlpx3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/310110/original/file-20200115-151867-17dlpx3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=462&fit=crop&dpr=1 600w, https://images.theconversation.com/files/310110/original/file-20200115-151867-17dlpx3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=462&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/310110/original/file-20200115-151867-17dlpx3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=462&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/310110/original/file-20200115-151867-17dlpx3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=580&fit=crop&dpr=1 754w, https://images.theconversation.com/files/310110/original/file-20200115-151867-17dlpx3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=580&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/310110/original/file-20200115-151867-17dlpx3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=580&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Take interest in your child’s schoolwork.</span>
<span class="attribution"><span class="source">from shutterstock.com</span></span>
</figcaption>
</figure>
<p><a href="https://www.webmd.com/special-reports/kids-and-stress/20150827/stress-survey">More than half of the parents in one survey</a> said homework and schoolwork were the greatest drivers of stress in their children. When parents are more engaged in their child’s schoolwork, they are better able to support them through it.</p>
<h2>4. Look out for signs of stress</h2>
<p>Research suggests <a href="https://www.webmd.com/special-reports/kids-and-stress/20150827/stress-survey">parents can miss stress or anxiety</a> in their children. Parents can spot stress if their child (depending on age):</p>
<ul>
<li><p>is more clingy than usual or tries escape from the classroom</p></li>
<li><p>appears restless and flighty or cries</p></li>
<li><p>shows an increased desire to avoid activities through negotiations and deal-making</p></li>
<li><p>tries to get out of going to school</p></li>
<li><p>retreats to thumb sucking, baby language or increased attachment to favourite soft toys (for younger students).</p></li>
</ul>
<p>If these behaviours persist for about half a term, talk to your classroom teacher or school well-being coordinator about what is happening. Together work on a strategy of support. There may be something more going on than usual school nerves, like <a href="https://lens.monash.edu/@christine-grove/2018/01/18/1299375/no-one-size-fits-all-approach-in-tackling-cyberbullying">bullying</a>.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/is-my-child-being-too-clingy-and-how-can-i-help-115372">Is my child being too clingy and how can I help?</a>
</strong>
</em>
</p>
<hr>
<h2>5. Encourage questions</h2>
<p>Encourage questions children and teens may have about the next term. What will be the same? What will be different? </p>
<p>Often schools provide transition information. If the school hasn’t, it might be worth contacting them to see if they can share any resources.</p>
<p>Most importantly, let your child know nothing is off limits to talk about. <a href="https://www.heysigmund.com/school-anxiety-what-parents-can-do/">Set up times to chat</a> throughout the school term – it can help with back-to-school nerves.</p><img src="https://counter.theconversation.com/content/129780/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Christine Grové is affiliated with the Australian Psychological Society (APS) and The American Psychological Association (APA). </span></em></p><p class="fine-print"><em><span>Kelly-Ann Allen is affiliated with the Centre for Positive Psychology, The University of Melbourne, the Australian Psychological Society, The American Psychological Association, The Homeless Project, Early Childhood Intervention Australia VIC/TAS, Positive Education Schools Association (PESA), the International Positive Psychology Association (IPPA), and the Australian Association for Research in Education (AARE). </span></em></p>Many children will be anxious about going back to school. Some might be excited. Either way, there are some things you can do to help ease the transition.Christine Grové, Educational and Developmental Psychologist and Lecturer, Monash UniversityKelly-Ann Allen, Educational and Developmental Psychologist and Senior Lecturer, Monash UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1269212019-11-17T19:21:54Z2019-11-17T19:21:54ZChildren learn through play – it shouldn’t stop at preschool<figure><img src="https://images.theconversation.com/files/301689/original/file-20191114-77331-tr09uc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Over the next few weeks, many preschoolers will meet their foundation teachers, spend some time in a classroom and hopefully make some new friends.</span> <span class="attribution"><span class="source">from shutterstock.com</span></span></figcaption></figure><p>The <a href="https://minerva-access.unimelb.edu.au/bitstream/handle/11343/123771/Transition-to-Primary-School-A-literature-review.pdf?sequence=1">transition from preschool to school</a> is a big deal for many children and parents. Over the next few weeks, many preschoolers will take part in a <a href="https://www.cela.org.au/category/around-australia/page/4/">transition program</a>, designed by their teachers, to prepare them for school. </p>
<p>They’ll meet their <a href="https://www.kidspot.com.au/school/primary/starting-school/what-is-the-first-year-of-school-called/news-story/d66b0b9a2a5d6959dd97c01328420028">foundation</a> teachers, spend some time in a classroom and hopefully make some new friends. </p>
<p>These children’s education has so far focused on <a href="http://ceril.net/index.php/articulos?id=594">play-based learning</a>. This means they’ve learnt through exploring and playing, supported by skilled early childhood educators. </p>
<p>But they’re about to enter a world of formal learning. Although play-based learning does happen in schools, there tends to be a stronger focus on instruction.</p>
<p>The current system isn’t working for many students. One-quarter of children who start school <a href="http://www.mitchellinstitute.org.au/reports/educational-opportunity-in-australia-2015-who-succeeds-and-who-misses-out/">aren’t developmentally ready for this transition</a> and <a href="https://www.abc.net.au/radionational/programs/lifematters/childhood-anxiety-australia-report/7214886">levels of mental ill-health among children</a> are concerning. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/more-children-are-starting-school-depressed-and-anxious-without-help-it-will-only-get-worse-87086">More children are starting school depressed and anxious – without help, it will only get worse</a>
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</em>
</p>
<hr>
<p>Many educators and researchers argue <a href="https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3692&context=ajte">more play in the early years of school</a> could better support children’s transition and learning. Parents think so too. In a <a href="https://newsroom.unsw.edu.au/news/social-affairs/school-children-have-too-much-phone-time-not-enough-play-time">recent survey</a>, 93% of parents acknowledge the benefits of play and 72% said the first years of school should focus more on play-based learning.</p>
<p>If we’re genuinely committed to improving outcomes for all children – and we know play benefits learning – we need to better integrate play-based learning into schools’ formal learning structures.</p>
<h2>How do we learn through play?</h2>
<p>Increasing play-based learning in schools means changing how we think about playing. When many of us think about play, we probably think of free play, which is unstructured and directed by children, usually without adult involvement. </p>
<p>Play-based learning, though, is <a href="https://www.tandfonline.com/doi/full/10.1080/10409289.2016.1220771">more usefully conceived as a spectrum</a>, with free play at one end and teacher-guided, <a href="https://www.monash.edu/conceptual-playworld/about">playful learning</a> at the other. In between are a variety of methods either entirely based on play, or incorporating elements of it.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/preschool-benefits-all-children-but-not-all-children-get-it-heres-what-the-government-can-do-about-that-117660">Preschool benefits all children, but not all children get it. Here's what the government can do about that</a>
</strong>
</em>
</p>
<hr>
<p>For example, a skilled educator can help children discover new ideas when they play with water. The educator might encourage children to playfully experiment with water tubs and toys in a way that allows them to develop their own hypotheses about how water behaves in certain situations and why. </p>
<p>The educator could work with the children to test their hypotheses, questioning and talking to them about what they observe during their play.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/301888/original/file-20191115-47180-8i6xah.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/301888/original/file-20191115-47180-8i6xah.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/301888/original/file-20191115-47180-8i6xah.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/301888/original/file-20191115-47180-8i6xah.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/301888/original/file-20191115-47180-8i6xah.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/301888/original/file-20191115-47180-8i6xah.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/301888/original/file-20191115-47180-8i6xah.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/301888/original/file-20191115-47180-8i6xah.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Playing with water can be a learning experience.</span>
<span class="attribution"><span class="source">from shutterstock.com</span></span>
</figcaption>
</figure>
<p>Play-based learning in the early years of school can <a href="https://journals.sagepub.com/doi/abs/10.1177/183693911103600416">significantly improve kids’ language and social connections</a>. Research shows the impact of play-based learning extends into other areas of development too.</p>
<p><a href="http://www.mitchellinstitute.org.au/wp-content/uploads/2017/10/Quality-is-key-in-early-childhood-education-in-Australia.pdf">High-quality</a> play-based learning can:</p>
<ul>
<li>strengthen <a href="https://www.researchgate.net/publication/325171628_Neuroscience_and_learning_through_play_a_review_of_the_evidence">neural pathways associated with learning</a></li>
<li>enhance <a href="https://www.edutopia.org/article/how-use-play-learning">well-being</a></li>
<li>improve <a href="https://www.parentingscience.com/benefits-of-play.html">memory and organisational abilities</a></li>
<li>teach children <a href="https://www.researchgate.net/publication/329000371_Play_cognition_and_self-regulation_What_exactly_are_children_learning_when_they_learn_through_play">self-regulation and problem-solving skills</a></li>
<li>encourage <a href="https://www.educ.cam.ac.uk/images/pedal/play-culture-article.pdf">creativity and critical thinking</a>. </li>
</ul>
<p>Quality depends on warm and responsive relationships with skilled educators and an environment that facilitates exploration and learning. It also involves a developmentally appropriate learning program.</p>
<p>The skills children learn through play equip them <a href="https://theconversation.com/play-based-learning-can-set-your-child-up-for-success-at-school-and-beyond-91393">to engage with formal, academic learning</a>. When children start to develop and harness these skills, <a href="https://education.cu-portland.edu/blog/classroom-resources/play-based-learning/">research shows</a> they’re better able to cope with the demands of formal learning and thrive later on in school. </p>
<p>And when more than <a href="http://www.mitchellinstitute.org.au/wp-content/uploads/2019/05/Australias-health-tracker-overview.pdf">70% of children don’t get the recommended amount of physical activity</a>, play is even more essential. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/let-them-play-kids-need-freedom-from-play-restrictions-to-develop-117586">Let them play! Kids need freedom from play restrictions to develop</a>
</strong>
</em>
</p>
<hr>
<p>Many researchers and educators believe less play – inside and outside the classroom – <a href="https://www.theatlantic.com/health/archive/2011/10/all-work-and-no-play-why-your-kids-are-more-anxious-depressed/246422/">may be contributing to rising levels of anxiety, depression, and challenges related to attention and self-control</a>. For children experiencing high levels of stress or other forms of disadvantage, <a href="https://pediatrics.aappublications.org/content/142/3/e20182058">play can be a vital antidote</a>.</p>
<p>The <a href="https://www.pc.gov.au/research/supporting/deep-persistent-disadvantage/deep-persistent-disadvantage.pdf">links between disadvantage, poor health, changing lifestyles, and inequality</a> are, of course, complex. But there is <a href="https://dera.ioe.ac.uk/18189/16/EPPE_TechnicalPaper_12_2004.pdf">good evidence</a> to suggest how we approach education in the early years – particularly in relation to play – is an important part of how we address these challenges.</p>
<h2>Australia’s school system downplays play</h2>
<p>The <a href="https://www.education.gov.au/early-years-learning-framework-0">Australian Early Years Learning Framework</a> guides educational programs for children aged 0-5. It complements the <a href="https://www.australiancurriculum.edu.au/">Australian Curriculum</a>, which guides learning throughout primary and secondary school. </p>
<p>While complementary, the frameworks take quite <a href="https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3692&context=ajte">different approaches to play</a>. Play is a fundamental component of the Early Years Learning Framework. In contrast, the curriculum’s focus on academic performance has <a href="https://www.smh.com.au/education/political-pressure-takes-the-fun-out-of-kindy-say-academics-20140506-zr5b3.html">extended formal learning to the early years of school and even preschool</a>, despite the fact play-based learning is far more appropriate at these ages.</p>
<p>There are a few policy options that can support more play-based learning in the early years and ensure it is integrated into education in the middle years of childhood and beyond. These options include:</p>
<ul>
<li><a href="https://www.newscientist.com/article/mg22029435-000-too-much-too-young-should-schooling-start-at-age-7/">starting school later</a> (either by changing legal starting ages or parents electing to start their children later)</li>
<li><a href="https://www.edutopia.org/article/research-tested-benefits-breaks">more or longer breaks</a> for play during the day</li>
<li><a href="https://drive.google.com/file/d/0B4jDZn2d3VrAenFUMGFodTBIaUE/edit">extending play-based approaches into the early years of school</a></li>
<li>integrating more play-based learning into existing approaches. </li>
</ul>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/which-families-delay-sending-their-child-to-school-and-why-we-crunched-the-numbers-111826">Which families delay sending their child to school, and why? We crunched the numbers</a>
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</em>
</p>
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<p>Increasing school starting ages by law would involve governments and parents meeting the significant cost of an extra year of early education and care. <a href="https://newsroom.unsw.edu.au/news/social-affairs/school-children-have-too-much-phone-time-not-enough-play-time">Research</a> shows most parents want less break time at school, and schools are already finding it difficult to adequately cover the curriculum in the time they have. </p>
<p>While some policy options are likely to gain more traction than others, there is strong support for increasing play-based learning in schools. This will require teachers, governments and families to all be on the same page about the benefits of play for children’s learning.</p><img src="https://counter.theconversation.com/content/126921/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Kate Noble does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>One-quarter of children who start school aren’t developmentally ready. Play-based learning in the early years of school can help with the transition, as well as providing a host of other benefits.Kate Noble, Education Policy Fellow, Mitchell Institute, Victoria UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/987042018-06-25T05:00:11Z2018-06-25T05:00:11ZThe ‘right’ age to start school varies for each child<figure><img src="https://images.theconversation.com/files/224583/original/file-20180625-152168-167d55x.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">The right age for your child to start school will vary, depending on their readiness, your family situation and the readiness of the school for the child.</span> <span class="attribution"><span class="source">Howard County Library System/flickr</span>, <a class="license" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">CC BY-NC-ND</a></span></figcaption></figure><p>It’s that time of year again, when the noticeboard outside your local primary school is likely to read “Enrol your child for kindergarten/prep now”. But how do you know what the “right” age to start school is? </p>
<p>There is variation in the ideal age to start school for each child, because it’s not simply about the readiness of the individual child. It’s also about the family context and the readiness of the school for that child to start. In other words, what happens at school once the child gets there is more important than their age.</p>
<h2>The ‘right’ age to start school in Australia</h2>
<p>Since the <a href="https://www.acara.edu.au/home">Australian curriculum</a> was endorsed in 2015, there has been <a href="http://www.abc.net.au/news/2015-11-03/calls-for-uniform-school-starting-age/6908846">ongoing public debate</a> about whether there also should be a uniform school starting age. But across Australia, the cut-offs for starting school are still varied:</p>
<hr>
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<hr>
<p>At independent schools, the recommended starting age may vary yet again. When parents read <a href="https://www.smh.com.au/education/when-is-the-best-age-to-start-school-how-about-7-20180610-p4zko8.html">media reports</a> of educationally successful countries (such as Finland, Denmark and Sweden) where children start school aged seven, the question of the “right” age becomes even more confusing. </p>
<h2>Questions parents can ask to decide the right age</h2>
<p>A review of the <a href="https://www.sciencedirect.com/science/article/pii/S1747938X1830229X">research</a> on school transitions was published recently by Australian researchers. It shows that while there are different theoretical approaches taken to framing school transitions, six concepts are common: readiness, relationships, transition activities, teaching methods, power, and policy. </p>
<p>In relation to these six concepts, and drawing on ongoing <a href="https://www.springer.com/gp/book/9783319583273">research</a>, here are some key questions parents can ask to determine whether to send child to school this year.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/224585/original/file-20180625-152140-bmb7aw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/224585/original/file-20180625-152140-bmb7aw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/224585/original/file-20180625-152140-bmb7aw.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/224585/original/file-20180625-152140-bmb7aw.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/224585/original/file-20180625-152140-bmb7aw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/224585/original/file-20180625-152140-bmb7aw.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/224585/original/file-20180625-152140-bmb7aw.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Social, cultural and other contextual factors particular to your family and the school are as important as the needs of individual children.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p><strong>Readiness</strong></p>
<ul>
<li><p>How does the preschool/school define readiness? </p></li>
<li><p>are there particular types of knowledge, skills or abilities children are expected to have prior to starting at that school? </p></li>
<li><p>what are the social and emotional skills expected in different contexts, such as during whole class activities, in working independently, when working in small groups or in the playground? </p></li>
</ul>
<p>Parents can reflect on their child’s and family’s needs, and how well matched these are to a school’s definition. Children are often required to increasingly self-regulate, focus and participate independently in a range of activities during the first year of school.</p>
<p><strong>Relationships</strong></p>
<ul>
<li>What is the quality and nature of my child’s peer friendships? Will they have friends starting at the same school? </li>
</ul>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/why-are-more-parents-choosing-to-delay-when-their-child-starts-school-59375">Why are more parents choosing to delay when their child starts school?</a>
</strong>
</em>
</p>
<hr>
<ul>
<li>how does the school work with families and local community to establish and develop strong relationships?</li>
</ul>
<p>Relationships are key to children developing a <a href="https://www.tandfonline.com/doi/abs/10.1080/00220670309596617">sense of belonging</a> in their new school.</p>
<p><strong>Transitions activities</strong></p>
<ul>
<li>What formal and informal programs and activities are in place to help children and families settle into school, in the year before school starts and during the first year? </li>
</ul>
<p>These focus on helping the child and family prepare for school, as well as for the school to prepare to meet your child’s needs.</p>
<p><strong>Approaches to teaching and learning</strong></p>
<ul>
<li><p>Does the school emphasise a play-based program, or is there a stronger academic focus in kinder/prep?</p></li>
<li><p>what literacy and numeracy skills and knowledge does the particular school anticipate a “typical” kinder/prep student to start and finish the first year with?</p></li>
</ul>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/224587/original/file-20180625-152160-1hxwov6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/224587/original/file-20180625-152160-1hxwov6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/224587/original/file-20180625-152160-1hxwov6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/224587/original/file-20180625-152160-1hxwov6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/224587/original/file-20180625-152160-1hxwov6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/224587/original/file-20180625-152160-1hxwov6.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/224587/original/file-20180625-152160-1hxwov6.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Parents need to ask questions about not just academic considerations, but social-emotional readiness and development as well.</span>
<span class="attribution"><span class="source">Howard County Library System/flickr</span>, <a class="license" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">CC BY-NC-ND</a></span>
</figcaption>
</figure>
<ul>
<li><p>what are some of the teaching and learning strategies used by class teachers to engage different students (for example, children with disabilities)?</p></li>
<li><p>how structured is the classroom environment in the first year of school? What is expected of children in a typical day? </p></li>
<li><p>is there homework in the first year of school and what does this involve?</p></li>
</ul>
<p>All primary teachers have professional knowledge that prepares them to modify and adapt their teaching and learning to suit wide-ranging student needs. Asking these questions should help parents decide if their child is suited to the approaches that commonly featured in teaching and learning programs at that particular school.</p>
<p><strong>Power</strong></p>
<ul>
<li><p>Are there opportunities for children to participate in decision-making processes in the classroom and at school (for example, is there a student council)?</p></li>
<li><p>how can families become involved and contribute to programs at the school and in the classroom?</p></li>
</ul>
<p>Primary schools usually see themselves in partnership with parents in each child’s education. Many schools seek ways to meaningfully involve the children themselves and the parent community.</p>
<p><strong>Policy</strong></p>
<ul>
<li>What school-based policies are there to guide decisions that will enhance the learning of my child? </li>
</ul>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/how-do-you-know-when-your-child-is-ready-for-school-42614">How do you know when your child is ready for school?</a>
</strong>
</em>
</p>
<hr>
<p>While certainly not exhaustive, these questions can provide a basis for conversations you might have within your family and with early childhood educators at your child’s preschool or daycare as well as the school’s principal and kinder or prep teachers.</p>
<p>The <a href="https://www.acara.edu.au/reporting/national-report-on-schooling-in-australia-2011/schools-and-schooling/school-structures">Australian curriculum</a> assumes students will start school by the time they have turned six. So the learning outcomes in the first year of school have been written to suit “typical” learners of this age. </p>
<p>But chronological age is only a crude indicator of the “right” age to start school for any child. Social, cultural and other contextual factors particular to your family and the school are as important as the dispositions, traits and needs of individual children.</p><img src="https://counter.theconversation.com/content/98704/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Kimberley Pressick-Kilborn is currently engaged in a research evaluation funded by the NSW Department of Education. </span></em></p>There are a number of questions parents should be asking to determine what age is best to send their child to school.Kimberley Pressick-Kilborn, Senior Lecturer and researcher in Education, University of Technology SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/870862018-01-29T18:14:07Z2018-01-29T18:14:07ZMore children are starting school depressed and anxious – without help, it will only get worse<figure><img src="https://images.theconversation.com/files/203716/original/file-20180129-100902-18xzg2s.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Transition to school is a difficult time for children.</span> <span class="attribution"><a class="source" href="https://unsplash.com/photos/cRRDzGxqVe8">Photo by Piron Guillaume on Unsplash</a></span></figcaption></figure><hr>
<p><em>This article is <a href="https://theconversation.com/au/topics/back-to-school-2018-48951">part of a series</a> that draws on the latest research on back to school transitions. In it, experts explain how best to prepare children for school, and counter difficulties such as stress or bad behaviour.</em></p>
<hr>
<p>Starting school for the first time can be stressful. Children are suddenly thrown into a foreign environment, juggling the pressure of learning new academic skills and establishing relationships with peers. Some thrive, but others may need support through this transition.</p>
<p>Our <a href="https://www.ncbi.nlm.nih.gov/pubmed/28795830">study found</a> that at the ages of six to seven, which is just after the time children start school, 14% of Australian children had noticeably high levels of emotional problems. Emotional problems generally refer to depressive and anxiety symptoms, somatic (physical) complaints such as headaches, and withdrawn behaviours. </p>
<p>There are roughly <a href="http://www.censusdata.abs.gov.au/census_services/getproduct/census/2016/quickstat/036">1.5 million children aged six to seven going to school</a> in Australia. This means around 200,000 of them are dealing with some kind of emotional problem. These problems become worse as the children progress through school. We found that three years later, when the same cohort of children were ten to 11, an additional 60,000 had developed symptoms of depression or anxiety.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/how-to-gently-prepare-your-child-for-prep-90122">How to gently prepare your child for prep</a>
</strong>
</em>
</p>
<hr>
<h2>Emotional problems</h2>
<p>A <a href="http://www.aedc.gov.au/resources/detail/2015-aedc-national-report">2015 report</a> from the Australian Early Development Census (<a href="https://www.aedc.gov.au/">AEDC</a>) has warned that one in five (22%) children who enter school in Australia is developmentally vulnerable in one or more areas, including emotional maturity, communication and cognitive skills (such as memory). </p>
<p>It was also noted that children’s mental health was becoming worse since the 2012 report. The emotional maturity domain, for instance, saw a decrease in the number of children developmentally on track (from 78.1% to 76.4%) and an increase in the number of those who were developmentally vulnerable (from 7.6% to 8.4%) and at risk (from 14.2% to 15.3%).</p>
<p>While we know emotional problems <a href="https://www.aihw.gov.au/getmedia/7752644b-e6f0-4793-b4e0-74ef3093c589/19748-ah16-ib.pdf.aspx?inline=true">are prevalent among young Australians</a>, we have little knowledge of how these issues develop throughout childhood. Such knowledge is crucial to inform early prevention and intervention, and to alter the development of emotional problems into adolescence and adulthood.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/australian-teens-doing-well-but-some-still-at-high-risk-of-suicide-and-self-harm-83303">Australian teens doing well, but some still at high risk of suicide and self-harm</a>
</strong>
</em>
</p>
<hr>
<p>Our <a href="https://www.ncbi.nlm.nih.gov/pubmed/28795830">study</a> used data from the Longitudinal Study of Australian Children (<a href="http://www.growingupinaustralia.gov.au">LSAC</a>). The LSAC has been following the development of 10,000 children and families since 2004 in two cohorts – the birth cohort and the kindergarten cohort. Each cohort has about 5,000 children and families. </p>
<p>The LSAC <a href="http://www.growingupinaustralia.gov.au/about/faq.html#q2">explores areas</a> such as children’s social and emotional development, the health status of children and their families, learning and cognition outcomes, parenting, and relationships. This <a href="http://www.growingupinaustralia.gov.au/about/faq.html#q6">information is collected</a> through face-to-face and telephone interviews, as well as computer-assisted self interviews and/or questionnaires.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/202548/original/file-20180119-80161-55a1a7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/202548/original/file-20180119-80161-55a1a7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/202548/original/file-20180119-80161-55a1a7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=423&fit=crop&dpr=1 600w, https://images.theconversation.com/files/202548/original/file-20180119-80161-55a1a7.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=423&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/202548/original/file-20180119-80161-55a1a7.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=423&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/202548/original/file-20180119-80161-55a1a7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=532&fit=crop&dpr=1 754w, https://images.theconversation.com/files/202548/original/file-20180119-80161-55a1a7.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=532&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/202548/original/file-20180119-80161-55a1a7.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=532&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Girls are more at risk of their emotional problems escalating than boys.</span>
<span class="attribution"><a class="source" href="https://unsplash.com/photos/cEf2lvyhNAI">Photo by pan xiaozhen on Unsplash</a></span>
</figcaption>
</figure>
<p>We analysed the data on the emotional problems of 3,200 children from the kindergarten cohort who had completed questions relevant to our study; first at the ages of six to seven, then again at eight to nine, and ten to 11. We found that children’s emotional problems, on average, were increasing over time. </p>
<p>However, the rate of increase did not differ based on children’s initial emotional vulnerability. </p>
<h2>What are the reasons?</h2>
<p>In addition to analysing data on the rates of children’s emotional problems, we also identified a range of risk and protective factors that fall into four categories: individual aspects, social and cultural environment, parenting, and peer group experience. </p>
<p>We found a number of factors to be associated with the increase in emotional problems of the children in our sample over time. For example, compared to boys, girls started with higher levels of emotional problems at six to seven years, and these escalated at a faster rate. There is <a href="http://dx.doi.org/10.1007/s10802-005-6734-7">well-established evidence</a> that adolescent girls often have more emotional problems than boys, but the evidence in childhood is not robust. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/why-we-should-put-yoga-in-the-australian-school-curriculum-89962">Why we should put yoga in the Australian school curriculum</a>
</strong>
</em>
</p>
<hr>
<p>Our findings suggest that girls with early signs of emotional problems, and their parents, should be considered for parent and child development support programs in the early years of school. Signals can include showing anxiety, chewing nails, not being able to make friends, having sleep problems and signs of depression. </p>
<p>How children regulate their emotions is another factor that influences their emotional wellbeing, particularly during the <a href="https://www.cambridge.org/core/journals/development-and-psychopathology/article/developmental-cascades-externalizing-internalizing-and-academic-competence-from-middle-childhood-to-early-adolescence/596E8F631C1F34A67DEA435C69345E85">transition to school</a>. This is the period when children face increasing demands to regulate their emotions in formal school settings.</p>
<p>We found peer problems to be an important risk factor linked to children’s escalation of emotional problems, especially during the transition to school. Peer problems include issues such as not being able to make friends, having difficulty getting along with peers or being picked on by other children. Children need to learn skills related to making friends and maintaining friendships, such as cooperation, sympathy and helping others.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/back-to-school-blues-how-to-help-your-child-with-shyness-90228">Back to school blues: how to help your child with shyness</a>
</strong>
</em>
</p>
<hr>
<p>One thing to note is that the absence of peer problems <a href="http://www.sciencedirect.com/science/article/pii/S0022440516300565">does not necessarily suggest</a> the presence of positive relationships. Teachers tend to view children without problematic behaviours more favourably than children with problematic behaviours, and so are less likely to support them. However, lack of peer problems might also mean that the child is isolated and does not have many friends. </p>
<p>It’s important that teachers and parents proactively assist children to develop their social skills. Among the most important ones are to encourage children to help others, cooperate, express their emotions and understand others’ emotions. </p>
<p>Our study also found that the mother’s mental health was important for children’s emotional wellbeing. We included mothers’ mental health scores when children were four to five, and six to seven years. A poor score for a mother’s mental health when her children were four to five years was linked to children’s escalation of emotional problems from six to seven and then ten to 11 years. </p>
<p>This suggests that the early years may represent a sensitive period during which maternal mental health problems have lasting and harmful implications on children’s emotional wellbeing across middle childhood. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/how-to-gently-prepare-your-child-for-prep-90122">How to gently prepare your child for prep</a>
</strong>
</em>
</p>
<hr>
<h2>How parents can help</h2>
<p>Two important ways in which parents can prepare their children for school is by teaching them self-regulation and friendship skills. </p>
<p>To have better self-regulation skills, children need to learn to have some discipline early on. Trying to stick to a schedule, for example, is important. </p>
<p>Also important is helping children understand their emotions and express them in a constructive way – for example, to be able to say when they feel frustrated instead of having a tantrum. </p>
<p>To help children have <a href="https://www.sciencedirect.com/science/article/pii/S0885200617301266">better friendship skills</a>, parents can encourage them to help other children, be involved in group activities with them and to act sympathetically towards others.</p>
<p><em>More resources for parents can be found <a href="http://www.triplep-parenting.net.au/au-uken/triple-p/">here</a>, and <a href="http://www.janetlansbury.com/">here.</a></em></p><img src="https://counter.theconversation.com/content/87086/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>At the ages of 6-7, when children are transitioning to starting school, 14% have high levels of emotional problems, including depression and anxiety. This percentage is higher in the later years.Dr Amelia Shay, Research Fellow in Developmental and Educational Psychology, Australian Catholic UniversityCen Wang, Research Fellow in Educational and Developmental Psychology, Charles Sturt UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/712652017-01-26T19:12:08Z2017-01-26T19:12:08ZHow to tell if your child’s educational needs are being met at school<figure><img src="https://images.theconversation.com/files/153564/original/image-20170120-5217-81wv3p.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">The teacher’s task is to help your child be motivated.</span> <span class="attribution"><span class="source">from www.shutterstock.com</span></span></figcaption></figure><p>As a new school year begins, your child will most likely have a new teacher. With a new teacher comes a new opportunity for your child to learn the academic and personal skills important for school - and beyond. </p>
<p>From an educational psychology perspective, there are lots of ways teachers greatly influence children’s outcomes. These include:</p>
<ol>
<li><p>Motivation and engagement</p></li>
<li><p>Buoyancy, resilience, and adaptability</p></li>
<li><p>Personal best goals</p></li>
<li><p>Load reduction instruction (not overloading a child with work)</p></li>
<li><p>Interpersonal relationships and social support</p></li>
</ol>
<p>These can also be used to help parents consider how their child’s educational needs are being met at school.</p>
<h2>Motivation and engagement</h2>
<p>The teacher’s capacity to motivate and engage the class is vital to your child’s journey this year. </p>
<p>“Motivation” refers to children’s inclination, interest, energy and drive to learn, work effectively, and achieve their academic potential. </p>
<p><a href="http://www.bloomsbury.com/au/building-classroom-success-9781847065605/">“Engagement”</a> is the behaviour that accompanies this inclination and energy.</p>
<p><a href="http://www.lifelongachievement.com/the-wheel-i7/">The Motivation and Engagement Wheel</a> is a useful way to understand your child’s motivation and engagement. </p>
<p>The Wheel comprises positive motivation (self-belief, valuing of school, learning focus), positive engagement (planning, task management, persistence), negative motivation (anxiety, fear of failure, low control), and negative engagement (self-sabotage, disengagement).</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/153990/original/image-20170123-8075-1jfdivp.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/153990/original/image-20170123-8075-1jfdivp.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=534&fit=crop&dpr=1 600w, https://images.theconversation.com/files/153990/original/image-20170123-8075-1jfdivp.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=534&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/153990/original/image-20170123-8075-1jfdivp.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=534&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/153990/original/image-20170123-8075-1jfdivp.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=672&fit=crop&dpr=1 754w, https://images.theconversation.com/files/153990/original/image-20170123-8075-1jfdivp.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=672&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/153990/original/image-20170123-8075-1jfdivp.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=672&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Motivation and Engagement Wheel.</span>
<span class="attribution"><a class="source" href="http://www.lifelongachievement.com/">Lifelong Achievement Group</a></span>
</figcaption>
</figure>
<p>It can be helpful in identifying and sustaining specific motivational strengths in your child. It can also be used to target specific areas that might need further assistance. </p>
<p>The teacher’s task is to help support your child’s positive motivation and reduce your child’s negative motivation.</p>
<h2>Resilience and adaptability</h2>
<p>In this coming year, your child will experience academic setback, difficulty, and adversity. How your child deals with academic adversity is very important. </p>
<p>How the teacher helps your child work through this adversity is also very important.</p>
<p><a href="https://doi.org/10.1080/03054980902934639">Research</a> has identified two types of academic adversity. </p>
<p>The first type is low-level or everyday adversity. All children experience this. Examples include struggling to complete difficult schoolwork, receiving a disappointing result, imminent deadlines, and clashing due dates. </p>
<p>The second type of academic adversity is major adversity. Fewer children will experience this. Examples include poor physical and/or mental health, learning difficulties or disabilities, chronic failure, bullying, suspension or expulsion, changing schools or repeating a grade. </p>
<p>A <a href="https://doi.org/10.1037/a0032794">third factor</a> in this area is the capacity to navigate uncertainty, change, variability, novelty, and transition. </p>
<p>During any school day, your child will change tasks and lessons, interact with different teachers and school staff, work with different groups of students, and frequently experience new or changing conditions. </p>
<p>Children need to be able to adapt to help them deal with these sorts of changes, transitions, and uncertainties.</p>
<h2>Personal best goals</h2>
<p>There is growing awareness of the limits of comparative approaches to assessing students. Assessment along these lines typically involves ranking and comparing your child with other children. </p>
<p>There is useful information in knowing how your child is travelling compared to other children - but it tends to be narrow information and gives little insight into some important aspects of your child’s development.</p>
<p><a href="https://doi.org/10.1016/j.lindif.2010.01.001">Research shows</a> it is beneficial to benchmark a student against him/herself (not just against other students). This is called a growth approach to academic development. Here, children are assessed against their previous best performance or efforts.</p>
<p>There are great motivational and achievement benefits in encouraging a student to compete with him/herself. Teachers play a major role in the goals students set. With teacher and parental support, personal best goals might be something for your child to consider this year.</p>
<h2>Load reduction instruction</h2>
<p>In the initial stages of learning any new skill or knowledge, your child is a novice. Because of this, it is important not to overload them in these early learning stages. </p>
<p>Reducing the load on your child involves teaching that is structured, organised in small and manageable tasks, provides clear examples, and is explicit in the content to be learned. </p>
<p>It also involves practice and repetition, so that key skills and knowledge can be readily implemented or recalled when needed.</p>
<p>This approach is called <a href="https://www.researchgate.net/publication/310102750_Using_Load_Reduction_Instruction_LRI_to_boost_motivation_and_engagement">“load reduction instruction”</a> and describes ways the teacher can reduce the load on your child in the initial stages of learning. </p>
<p>As your child develops these skills and knowledge, the teacher then moves onto more open-ended and guided discovery learning approaches.</p>
<p>Both explicit and discovery approaches are critical to your child’s academic development. It is the sequencing of these that is really important to get right. With core skills and knowledge under your child’s belt, high quality discovery learning then follows.</p>
<h2>Interpersonal relationships and social support</h2>
<p>The extent to which your child will be receptive to the teacher’s efforts I have described here will depend on the relationship the teacher builds with your child. </p>
<p>There are <a href="https://doi.org/10.3102/0034654308325583">three key relationships</a> that help children learn: </p>
<ol>
<li><p>The interpersonal relationship – the extent to which the teacher is interested in, helps, and encourages your child.</p></li>
<li><p>The substantive relationship – the extent to which your child relates to and is interested in the content of what is being taught.</p></li>
<li><p>The pedagogical relationship – the extent to which your child relates to the methods the teacher uses to teach.</p></li>
</ol>
<p>Parents/carers also share a substantial part of the responsibility – and children are greatly assisted when parents/carers and the teachers are on the same page.</p><img src="https://counter.theconversation.com/content/71265/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Andrew Martin is author of the Motivation and Engagement Scale and also the Motivation and Engagement Workbook that are published by Lifelong Achievement Group and for which he receives royalties. He also receives funding from the Australian Research Council and this funding has underpinned some of the research mentioned in this article.</span></em></p>There are lots of ways teachers greatly influence children’s outcomes, including improving motivation and resilience.Andrew J. Martin, Scientia Professor and Professor of Educational Psychology, UNSW SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/600232016-06-16T13:20:49Z2016-06-16T13:20:49ZTwo children in every class start school with an unexplained language disorder<figure><img src="https://images.theconversation.com/files/125505/original/image-20160607-15038-4t9mja.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Who's ready? </span> <span class="attribution"><span class="source">Monkey Business Images/www.shutterstock.com</span></span></figcaption></figure><p>Language is a fundamental human accomplishment. It is the foundation for <a href="https://educationendowmentfoundation.org.uk/evaluation/projects/nuffield-early-language-intervention/">literacy</a>, underpins academic and social success, and is important for developing and maintaining relationships with others.</p>
<p>So it is no surprise that children who struggle to acquire their native language are at a distinct disadvantage when they start school. <a href="http://onlinelibrary.wiley.com/doi/10.1111/jcpp.12573/abstract">Our research</a>, recently published in the Journal of Child Psychology and Psychiatry, found that two five-year-old children in every Year 1 classroom of 30 had a currently unexplained language disorder. An additional 2.34% had a language disorder that occurred as part of another developmental condition, such as autism or Down syndrome. </p>
<p>Children with language disorders have <a href="https://www.youtube.com/user/RALLIcampaign">problems with speaking and listening</a>. They tend to have limited vocabularies, leave endings off words and use very simple grammar in their sentences. They have difficulties telling coherent stories and don’t understand complex instructions. This causes many problems in the classroom.</p>
<p>So for example, children with language disorders will struggle to understand questions such as “which of these items will float? Why do you think so?” Even if they understand and know the answer, they may not be able to use words to explain “the ball will float because it is filled with air and is lighter than the penny.” A child with language disorder may just point and guess, or articulate a couple of key words such as “the penny sinked”.</p>
<p>Our study involved more than 7,000 children and 190 schools in Surrey, south of London, in order to find out how many children in England start school with a language disorder – what is known as a prevalence estimate. This may sound straightforward to work out, but it isn’t. As language is multi-faceted, we measured vocabulary, grammar and narrative skills both when the children were speaking and listening. This is the combination of tests that has informed current diagnostic criteria for <a href="http://psychcentral.com/disorders/language-disorder/">language disorder</a>.</p>
<h2>What counts as a ‘language disorder’</h2>
<p>Different studies have used different cutoffs for language disorder, but the severity of the cutoff point can drastically affect the estimates of how prevalent problems are. In our study, children who scored in the bottom 7% of all pupils in the tests we gave were deemed to have a language disorder.</p>
<p>We also considered children’s non-verbal reasoning skills by asking them to solve problems that don’t involve words, for example, choosing the next step in a visual sequence from a selection of visually similar items. </p>
<p>Children with good non-verbal skills may mask problems with speaking and listening. For example, a very social child with language disorder, who is quick to learn new activities and can copy what other children are doing may not be able to follow complicated instructions such as “put your boots on after you find your coat” or may use very simple language like “him doing picture”, rather than “he is painting a picture”. </p>
<p>In recent years, many experts have argued that non-verbal skills should not feature in the diagnosis and decisions of how to treat children with language disorders. But many children with poorer non-verbal ability as well as language disorder can still find it difficult to meet <a href="https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/sped02_05.pdf">eligibility requirements</a> for specialist speech-language therapy services. </p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/125117/original/image-20160603-11598-1unhmle.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/125117/original/image-20160603-11598-1unhmle.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=410&fit=crop&dpr=1 600w, https://images.theconversation.com/files/125117/original/image-20160603-11598-1unhmle.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=410&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/125117/original/image-20160603-11598-1unhmle.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=410&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/125117/original/image-20160603-11598-1unhmle.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=515&fit=crop&dpr=1 754w, https://images.theconversation.com/files/125117/original/image-20160603-11598-1unhmle.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=515&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/125117/original/image-20160603-11598-1unhmle.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=515&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Help those who need it.</span>
<span class="attribution"><a class="source" href="http://www.shutterstock.com/cat.mhtml?country_code=GB&page_number=1&position=0&safesearch=1&search_language=en&search_source=search_form&search_type=keyword_search&searchterm=children%20at%20school&sort_method=relevance2&source=search&timestamp=1464950350&tracking_id=owKjf_hSOZR7B4984-PSnA&use_local_boost=1&version=llv1&page=1&inline=353880719">www.shutterstock.com</a></span>
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</figure>
<p>To measure the impact of language disorder we took advantage of the fact that all children in England are assessed on the <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/488745/EYFS_handbook_2016_-_FINAL.pdf">Early Years Foundation Stage Profile</a> at the end of their first year in school. To achieve a “good level of development” children must meet or exceed 12 key curriculum targets, which cover speaking, listening, reading, writing, numeracy, physical and personal, social and emotional development. Most of these items tap into children’s ability to use language in the classroom, for example to play co-operatively, share ideas and form positive relationships with others. </p>
<p>Overall, we found that 7.58% of children starting school had an unexplained language disorder. Our estimate included children with low non-verbal abilities, and including these children increased the prevalence of disorders by almost 50% – from 4.8% to 7.58%. But we found that low non-verbal ability did not result in more severe language impairments, more pervasive behaviour problems or more serious academic difficulties.</p>
<p>Children meeting our criteria for language disorder were very unlikely to meet education targets on the early years profile – only 11% of them did so. They were also more likely than their peers to display social, emotional and behavioural difficulties.</p>
<h2>Children not getting help</h2>
<p>Despite this, fewer than half of the children who met criteria for language disorder had been referred to speech-language therapy services. </p>
<p>It’s clear from our research that a greater focus is needed on oral language development in the early years. Many teachers suggest that oral language needs to have the same status and protected teaching time that literacy and numeracy do. In the early years particularly, improving oral language <a href="https://educationendowmentfoundation.org.uk/evaluation/projects/nuffield-early-language-intervention/">should have positive impacts</a> on later literacy, behaviour and social development.</p>
<p>Of course there will still be some children who require specialist support, and our findings clearly indicate this should not depend on non-verbal ability. Instead, speech-language therapists should base decisions on eligibility for support on the child’s language and communication needs.</p>
<p>But children with lower non-verbal abilities may not respond to intervention in the same way that more able children do. It’s difficult to prove this, in part because children with lower non-verbal abilities are often excluded from trials of interventions that could help them. Nevertheless, that shouldn’t mean they get no help – only that we need to establish the most appropriate way of helping children with multiple developmental challenges.</p><img src="https://counter.theconversation.com/content/60023/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Courtenay Norbury receives research funding from the Wellcome Trust, who funded this research, and the British Academy. </span></em></p>And many of them are not getting the help they need.Courtenay Norbury, Professor of Developmental Language & Communication Disorders, UCLLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/593752016-05-17T19:35:23Z2016-05-17T19:35:23ZWhy are more parents choosing to delay when their child starts school?<figure><img src="https://images.theconversation.com/files/122436/original/image-20160513-27196-a1dz9u.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Boys are more likely to start school later. </span> <span class="attribution"><span class="source">from www.shutterstock.com</span></span></figcaption></figure><p>Many parents worry about when is the right time for their child to start school.
While some use their child’s individual characteristics to judge school readiness, others have philosophical beliefs that lead them to delay their child’s school entry.</p>
<p>In Australia, a child is considered to be ready for formal schooling around the age of five, although legally a child is not required to start school until they are six years old. </p>
<p>Although school starting ages still differ between the states and territories, most children begin school between <a href="http://www.acara.edu.au/reporting/national_report_on_schooling_2009/schools_and_schooling/school_structures.html">4.5 and 5.5 years of age</a>. </p>
<p>Using age as a basis for determining whether children are ready for school is problematic given the developmental variability in young children of the same age.</p>
<p>Parents choose to delay their child’s entry to school for a variety of reasons but most make their decision in the belief that it will benefit their child. However, the research evidence is still relatively mixed.</p>
<h2>Which children are most likely to start school late?</h2>
<p>Many parents, both in Australia and internationally, make the decision to voluntarily delay their child’s entry into formal schooling until they are six. </p>
<p>In the US, for example, around 5% of parents <a href="http://cepa.stanford.edu/content/academic-redshirting-kindergarten-prevalence-patterns-and-implications">choose delayed entry</a>, whereas in Australia <a href="http://www.growingupinaustralia.gov.au/">it’s much higher</a> at around 14.5%. </p>
<p><a href="http://www.nber.org/papers/w21610">Danish enrolment statistics</a> indicate that gender plays a role, with parents choosing to delay school entry of one in five boys and one in ten girls.</p>
<p><a href="http://www.australianreview.net/journal/v10/n1/edwards_etal.pdf">Research suggests</a> that children are most likely to be delayed if their birthday falls three to four months before the age cut-off, and that those delayed are <a href="http://cepa.stanford.edu/content/academic-redshirting-kindergarten-prevalence-patterns-and-implications">most likely to be white, male</a> and from families of higher socio-economic status. </p>
<p>One reason for why children from wealthier families are more likely to be delayed is that the decision to delay often means children spend an extra year in daycare. </p>
<p>This extra year comes with a financial cost, which families with higher incomes are more able to absorb. </p>
<p>For families with less financial means, ending daycare costs by sending a child on to public schooling as soon as they are of age may be a financial necessity.</p>
<p><a href="http://eric.ed.gov/?id=EJ724519">Some studies</a> have suggested that delayed children score higher in reading and mathematics than children who began school on time, but <a href="http://www.iier.org.au/iier15/march.html">others have found</a> no differences in achievement between those children who started school on time and those who were delayed.</p>
<h2>Starting later gives more time for children to mature</h2>
<p>There is <a href="http://www.ncbi.nlm.nih.gov/pubmed/26041601">also evidence</a> that the youngest children in the first year of school are at an increased risk of behavioural problems and poor academic achievement. </p>
<p>A <a href="http://www.nber.org/papers/w21610">later school starting age</a> may benefit these children by allowing greater time for maturation, which leads to increased self-regulation and decreased inattention or hyperactivity.</p>
<p>Principals and teachers also subscribe to the notion that a <a href="http://link.springer.com/article/10.1007%2Fs13384-013-0126-8#/page-1">later starting age is beneficial</a> for children. </p>
<p>A 2015 <a href="http://www.ecta.org.au/">report</a> by the Early Childhood Teachers’ Association (ECTA) revealed that 60% of teachers surveyed believed children shouldn’t start school before the age of five. </p>
<p>The most <a href="http://link.springer.com/article/10.1007/s13384-013-0126-8">common reasons</a> for this given by prep teachers were that children should be able to concentrate for up to 20 minutes, play and share with others and eat lunch independently before coming to school. </p>
<h2>What can school enrolment trends tell us?</h2>
<p>Research being conducted by myself and a colleague analysing data compiled by the Queensland Department of Education and Training of all public school children entering prep (the first year of school in Queensland) in the years 2010 to 2014, showed that 2.1% of children who were attending prep were delayed entry. </p>
<p>80% of those 4,695 children were born in the months from March through June, making them the youngest in their cohort. Also, the majority (64%) of delayed entry enrolments were male.</p>
<p>Our research also suggests that delayed entry is on the increase in Queensland. Results show that the percentage of children with delayed entry into prep almost doubled between 2010 and 2014, increasing from 1.5% to 2.9% respectively.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/122440/original/image-20160513-18937-nvp560.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/122440/original/image-20160513-18937-nvp560.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=328&fit=crop&dpr=1 600w, https://images.theconversation.com/files/122440/original/image-20160513-18937-nvp560.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=328&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/122440/original/image-20160513-18937-nvp560.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=328&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/122440/original/image-20160513-18937-nvp560.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=412&fit=crop&dpr=1 754w, https://images.theconversation.com/files/122440/original/image-20160513-18937-nvp560.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=412&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/122440/original/image-20160513-18937-nvp560.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=412&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Children whose birth date falls within four months of the cut-off date are those more likely to start school later.</span>
<span class="attribution"><span class="source">from www.shutterstock.com</span></span>
</figcaption>
</figure>
<h2>More parents opting for their children to start school later</h2>
<p>These figures indicate that more parents appear to be deciding that delaying entry will benefit their child. </p>
<p>Due to delayed entry, however, it is now possible to have four and a half year olds sitting and learning alongside six year olds.</p>
<p>At this developmental time point, this represents a very pronounced age difference because the developmental abilities of children at these ages are vastly different.</p>
<p>Such wide variation in children’s developmental abilities places additional strains on teachers who are required to differentiate the curriculum to meet all children’s needs.</p>
<p>It is possible that as the number of delayed entry children in prep rises, even more parents may choose to delay their children. </p>
<p>National statistics must be collected so that the rate, and impact of delayed entry across the country is determined. </p>
<p>In addition, the reasons parents give for choosing to delay must be understood. </p>
<p>As a decision to delay a child’s start to school has important implications for the child, the teacher and the wider school community, gathering detailed and national data in this area is essential.</p><img src="https://counter.theconversation.com/content/59375/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Amanda Mergler does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>With more parents opting for their child to start school later, it is now possible to have four and a half year olds learning alongside six year olds.Amanda Mergler, Lecturer, Queensland University of TechnologyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/533142016-01-19T04:03:20Z2016-01-19T04:03:20ZHow parents and teachers can make school a happy place for kids<figure><img src="https://images.theconversation.com/files/108405/original/image-20160118-31814-1nfgttz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">The beginning of any child's school career can be a scary time. But parents and teachers can make it easier.</span> <span class="attribution"><span class="source">Thomas Mukoya/Reuters</span></span></figcaption></figure><p>Across Africa – from South Africa to Botswana, Kenya to Rwanda and many others – January marks the beginning of the academic year for millions of new pupils.</p>
<p>Research has consistently shown that a <a href="http://www.saraece.org.za">solid foundation</a> in the early years of schooling is extremely beneficial to a child’s cognitive development. It is also important to consider children’s affective, or emotional, experiences. Motivation and enthusiasm are <a href="http://www.ascd.org/publications/books/109028/chapters/Introduction.aspx">key components</a> of successful learning, so an important question is what parents and teachers can do to make school a happy place for young learners.</p>
<p>For those children who have been fortunate enough to attend a good pre-school or, in South Africa, a <a href="http://www.education.gov.za/Parents/Childregistration/tabid/407/Default.aspx">Grade R</a> class, the first days of school are likely to be more familiar and probably less threatening. However, there are ways in which teachers and parents can make any child’s all-important first days memorable and motivating.</p>
<h2>People, places and activities all matter</h2>
<p>Making school a happy place for learners is a combined outcome of people, places and activities.</p>
<p>The key people are the teachers. A welcoming smile and a caring demeanour will allow the child to feel safe and noticed, and helps develop confidence. By creating a positive and supportive environment for learning, the teacher is actively modelling how they would like children to behave. </p>
<p>Equally important are the parents or caregivers. The key for parents and caregivers is to create a sense of excitement for this milestone of life without inducing stress or anxiety. Preparatory work at home, like reading to the child or encouraging conversation, stimulates curiosity and ignites the imagination – both of which are huge investments for learning.</p>
<p>Attention to place is also crucial. Unfortunately schools often do not look like interesting, exciting and well-organised environments for learning. A school that is neat and clean, where children’s work and school activities are displayed on the walls and where information is easily viewed, creates the impression of being cheerful, orderly, well-managed and focused on learning. </p>
<p>An <a href="http://www.education.gov.za/LinkClick.aspx?fileticket=yWhdeL9fgLQ%3D&tabid=422&mid=1301">investigation</a> conducted by South Africa’s Department of Basic Education into “schools that work” showed how schools that focused on the central tasks of teaching, learning and management with a sense of responsibility, purpose and commitment were able to overcome many of their challenges and to create a positive environment for learning. </p>
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<figcaption><span class="caption">Mbilwi Secondary School in South Africa’s Limpopo province is not limited by its poor surroundings, and is an example of what the government calls a ‘school that works’.</span></figcaption>
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<p>Classroom layout can also <a href="http://www.fastcodesign.com/1671627/study-shows-how-classroom-design-affects-student-learning">affect</a> how children concentrate and behave. The teacher could think about the use of quiet spots, the arrangement of desks, or working on a mat.</p>
<p>Appropriate and balanced learning activities are important too. Young children do not have a long attention span, so it is important to structure and vary learning activities and to remember that children have different strengths. The more a teacher can get to know the individual child – and understand their background – the more the teacher can assist the child. </p>
<p>Planning is essential. In South Africa, the national <a href="http://www.education.gov.za/Curriculum/NCSGradesR12/CAPS/tabid/420/Default.aspx">CAPS curriculum</a> can be helpful if it is used with thought, understanding and purpose. Daily routines create structure and predictability and help children to learn to manage themselves. But routines must not be stifling: variety and fun are key aspects of enjoyment for anyone. This is where physical play and time outdoors come in. </p>
<h2>Don’t get stuck in the classroom</h2>
<p>Too much focus on “desk” learning can be threatening and does not help to develop natural learning and all of the senses. <a href="http://www.education.com/reference/article/importance-play--social-emotional/">Physical play is crucial</a> for children’s motor development, as well as for learning social skills of co-operation and team work. </p>
<p>There should be a balance of indoor and outdoor activities that include cognitive learning as well as physical exertion. Even if playgrounds are not available, children can break sedentary exhaustion through the simple movements of standing up, moving their fingers and toes, shaking their heads and stretching their limbs. </p>
<p>Bored children become fidgety, something which is often mistaken for being inattentive. This sets up a negative cycle of reprimand and frustration.</p>
<h2>Schools need everyone’s support</h2>
<p>Many schools around the world are faced with barriers to learning that include large classes, a lack of resources and poverty in the home and community. </p>
<p>Within this reality, <a href="http://www.included.org.za">various organisations</a> in South Africa are working with teachers, parents, caregivers and departments of education to help children reach their full learning potential.</p>
<p>By working as partners on such strategies, parents and teachers can go a long way to making school a happy place that is focused on learning.</p><img src="https://counter.theconversation.com/content/53314/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Maureen Robinson does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>It takes a combination of people, places and activities to make school a happy environment for kids. Here’s how teachers and parents can get involved.Maureen Robinson, Dean, Faculty of Education, Stellenbosch UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/371802015-02-10T06:46:52Z2015-02-10T06:46:52ZIt’s against human nature to send two-year-olds to school<figure><img src="https://images.theconversation.com/files/71462/original/image-20150209-24664-1ogpid6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Processing children into units of human capital as quickly as possible risks the production of 'damaged goods'.</span> <span class="attribution"><span class="source">Genius baby via Bartosz Budrewicz/Shutterstock</span></span></figcaption></figure><p>In order to make young children “school ready”, the English <a href="http://www.bbc.co.uk/news/education-26031574">government is now encouraging</a> parents to place their children in school nurseries <a href="http://www.bbc.co.uk/news/education-24818439">shortly after their second birthday</a>. But there is evidence to suggest that this policy might be poorly aligned to the developmental needs of such young children and that it contravenes their underlying human nature.</p>
<p>In the broader history of humanity, state-funded schooling is a very recent public strategy and is only about two centuries old in England. It arose from the industrial revolution as a process to instill the population with basic literacy and numeracy skills. Until even more recently, there was never any suggestion that a school environment was the right place in which to nurture children under five years of age. </p>
<p>So let’s take a step back and consider whether our human hunter-gatherer heritage has really attuned infants towards such an environment during this very early stage of their development. Human beings are, at base, linguistic primates, born with <a href="https://theconversation.com/explainer-nature-nurture-and-neuroplasticity-10734">brains that are highly “plastic”</a>, which subsequently undergo a huge amount of development in interaction with the environment and, most importantly, other people. </p>
<h2>Start up the jazz</h2>
<p>The core human skills are rooted in communication. This requires a child to learn how to independently translate highly abstract thoughts into a complex combination of symbols which coalesce in spoken language. The <a href="http://onlinelibrary.wiley.com/doi/10.1002/icd.457/abstract">psychologist Suzanne Zeedyk</a> proposes that what happens between infants and carers in one-to-one interactions is a type of improvised symbolic “dance”, which she refers to as a “jazz duet”. </p>
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<img alt="" src="https://images.theconversation.com/files/71461/original/image-20150209-24704-1lj08x8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/71461/original/image-20150209-24704-1lj08x8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=812&fit=crop&dpr=1 600w, https://images.theconversation.com/files/71461/original/image-20150209-24704-1lj08x8.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=812&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/71461/original/image-20150209-24704-1lj08x8.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=812&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/71461/original/image-20150209-24704-1lj08x8.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1020&fit=crop&dpr=1 754w, https://images.theconversation.com/files/71461/original/image-20150209-24704-1lj08x8.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1020&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/71461/original/image-20150209-24704-1lj08x8.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1020&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Learning to play life’s rhythms.</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/thundershead/3524477568/sizes/l">Thundershead</a>, <a class="license" href="http://creativecommons.org/licenses/by-nc-sa/4.0/">CC BY-NC-SA</a></span>
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<p>To be truly what psychologists call “intersubjective” – able to communicate our meanings to other people and to grasp their meanings in return – such interactions must be completely spontaneous. Each party – the child and the carer – must freely respond to the communications of the other. To give an analogy, as every jazz musician knows, in order to “jam”, you have to learn how to tune into the rhythms of others. </p>
<p>The way in which human beings naturally “boot” this system in early childhood is through spontaneous, play-based interaction with both peers and adults. From simple beginnings, the infant then becomes increasingly adept at effectively responding to the communications of others. The process of environmentally “booting” such an evolved system is not peculiar to human beings – it is also observed in other animals. For example, <a href="http://www.toomuchtoosoon.org/uploads/2/0/3/8/20381265/school_starting_age_-_final.pdf">researchers have found</a> that in young rats, free play activity builds neuronal connections in the amygdala and dorsolateral prefrontal cortex of the brain, which deal with emotion regulation and social skills. </p>
<h2>Results factories</h2>
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<p>If modern zoos rightly go to great lengths to create environments that are as natural as possible for the animals they house, why do we care so little about extending this care and consideration to our own species? Politicians in England would appear to be focused on a futile mission to eradicate millions of years of evolution in order to subjugate human nature to the demands of international capitalist markets. </p>
<p>At the genesis of this process, which resulted in the imposition of a national curriculum for schools steeped in concepts of “employability”, <a href="http://www.margaretthatcher.org/document/104475">Margaret Thatcher bluntly stated</a> that: “Economics are the method; the object is to change the heart and soul.” The steady march of this philosophy is now poised at the threshold of the nursery, with the coalition’s recent requirement for a <a href="https://www.gov.uk/progress-check-at-age-2-and-eyfs-profile">progress report on two-year-olds</a>, and New Labour’s previous imposition of a <a href="https://theconversation.com/we-must-scrap-new-baseline-tests-for-primary-school-children-36558">formal assessment</a> for five-year-olds.</p>
<p>For the past 35 years, successive governments have doggedly pursued the mission of “education as production of economic capital” through a state education system that has been increasingly monitored and directed by the government watchdog Ofsted, with its focus on data generated from standard assessments such as GCSEs. While each successive government argues that it has raised achievement, this is a spurious premise. </p>
<p>What they have in fact done is drive teachers into programming children towards specific test responses, in order to artificially raise achievement data. The current government now wishes to extend this process into the <a href="https://theconversation.com/we-must-scrap-new-baseline-tests-for-primary-school-children-36558">very earliest stages of childhood</a>.</p>
<p>At the same time, other nations have made far greater recent gains in literacy performance in the mid-teenage years. The 2009 results for the Organisation for Economic Co-operation and Development’s programme for international student assessments found that Shanghai China, Korea and Finland were the <a href="http://www.oecd.org/pisa/46660259.pdf">best performing nations</a> in terms of literacy. There are vast cultural differences between these nations, but they do have one feature in common – a <a href="http://data.worldbank.org/indicator/SE.PRM.AGES">school entry age</a> of seven. The nations directly below them, but above the UK, have a school entry age of six.</p>
<h2>Kids in a cage?</h2>
<p>Internationally renowned psychologist <a href="http://www.slate.com/articles/double_x/doublex/2011/03/why_preschool_shouldnt_be_like_school.html">Alison Gopnik’s research</a> shows that direct teaching at an early stage in a child’s development:</p>
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<p>Leads children to narrow in, and to consider just the specific information a teacher provides. Without a teacher present, children look for a much wider range of information and consider a greater range of options.</p>
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<p>Schooling infants is therefore commensurate with placing a young animal in a cage. Human beings <a href="http://evolution.about.com/od/Evolution-Glossary/a/What-Is-A-Niche.htm">evolved in a niche</a> in which the requirement to learn how to engage in complex spontaneous interaction is paramount. Taking short cuts in early childhood in pursuit of processing human beings into units of human capital as quickly as possible risks the production of “damaged goods”. </p>
<p>The question for the English government should not be how to find funds to build more schools and put more teachers into more classrooms to deal with an increasing number of ever-younger pupils. Instead, it should be about supporting families and local communities to care for and educate young children within environments that are most appropriate to their biologically evolved needs. </p>
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<p>Next read: <a href="https://theconversation.com/hard-evidence-at-what-age-are-children-ready-for-school-29005">At what age are children ready for school?</a></p><img src="https://counter.theconversation.com/content/37180/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Pam Jarvis is a member of the academic advisory team for the National "Save Childhood" and "Too Much, Too Soon" campaign.</span></em></p>In order to make young children “school ready”, the English government is now encouraging parents to place their children in school nurseries shortly after their second birthday. But there is evidence…Pam Jarvis, Senior Lecturer, Department of Children, Young People and Families, Leeds Trinity UniversityLicensed as Creative Commons – attribution, no derivatives.