Transition%20from%20Pre-school%20to%20Primary%20school - PowerPoint PPT Presentation

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Transition%20from%20Pre-school%20to%20Primary%20school

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Transition from Pre-school to Primary school Welcome Toilet Training Your child should be fully toilet trained Children should know how to wipe, flush & wash. – PowerPoint PPT presentation

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Title: Transition%20from%20Pre-school%20to%20Primary%20school


1
Transition from Pre-school to Primary school
  • Welcome

2
Running order
  • Is your child ready for school?
  • Preparation for learning
  • Routine and the first day
  • Toilet training
  • Uniform
  • School bag
  • Lunches
  • Pencil cases
  • Homework

3
Is your child ready for school ?
4
The role of pre-schools
Pre-schools are well placed to develop childrens
emotional and social skills. Research has
highlighted the difference pre-schools can make
to childrens emotional and social skills and
ultimately school readiness.
5
Is your child ready for school?
  • Social Emotional maturity is more important
    than Academic ability (Ability to cope in
    different social situations and emotional
    steadiness)
  • Can they play simple games with other children,
    share and take turns
  • Every child is different but in general maturity
    is
  • directly linked to age
  • Remember, they are moving from a small, more
    intimate group to
  • one that is larger

6
  • Is your child ready for school ?.....
  • By law children can start school if they are four
    on or before September 30th.
  • In a typical class there could be an age
    difference of 18 months
  • The older child has over 20 more life
    experience
  • The younger child is always competing with
    children who are older that them. As they mature,
    the older child also matures, so they have
    difficulty catching up
  • Consider the long term implications 12 going to
    secondary school, 17 going to college

7
(No Transcript)
8
  • Being five or nearly five
  • Your child is bigger than when they were four
    and
  • being bigger nearly always helps !!!
  • They generally have -
  • Greater language usage, allowing them to be
    better understood by their teacher and friends
  • Developed better hand-eye co-ordination and motor
    skills opening schoolbags, beakers, holding a
    pencil etc
  • Greater emotional steadiness and
    concentration

9
Younger children (Generally) -
  • Have a shorter concentration span
  • Slower to complete tasks
  • Arent as competent at expressing their thoughts
  • Sometimes difficult to understand be
    understood
  • Get upset more easily
  • Get tired quickly
  • Find it difficult to negotiate
  • They can be easily dominated and will often
    accept minor roles in games

10
Preparation
  • for
  • learning

11
Subjects
12
English
Oral language, Reading and Writing
13
Oral language
  • The language curriculum emphasises developing
    listening and speaking skills in preparation for
    beginning of reading and writing
  • It is essential for the social development of
    children. Children need language to perform
    common social functions- introducing oneself to
    others, greeting others and saying goodbye,
    asking and answering questions, giving and
    receiving messages, interacting with others and
    negotiating
  • It is also necessary for their emotional
    development. They need language to express their
    thoughts and feelings

14
Developing Language Skills
15
  • Use Descriptive Commentary
  • In developing language skills children should be
    encouraged to
  • Listen Explain Tell
  • Talk Question Retell
  • Play provides an ideal opportunity for children
    to use language, build their vocabulary and to
    acquire a variety of linguistic skills. Dont
    economise with language.

16
Reading
17
  • Children are enabled to
  • Listen to, enjoy and respond to stories, nursery
    rhymes, poems and songs
  • Become familiar with a wide range of
    environmental print
  • Learn to recognise and name the letters of the
    alphabet. Emphasis on the lower case in junior
    infants
  • Develop an awareness of letter sound
    relationships and to fuse the sounds of letters
    into words
  • Build up a sight vocabulary of common words and
    start reading graded reading books

18
Preparation for reading
19
Preparation for reading
  • Read to your child. Story time encourages a love
    of books and creates an interest in reading.
    Predict what the story will be about, ask
    questions about the story and let your child
    retell the story
  • Pay attention to the mechanics of reading i.e.
    Holding a book, turning the page, let your finger
    go under the words as you read from left to right
  • Provide children with an opportunity to handle
    books

20
Preparation for reading continued
  • Say rhymes and riddles
  • Reading is essentially about recognising
    similar, written and individual sounds and
    rhymes, the more highly developed childrens ears
    are the better e.g
  • wall, fall
  • Singing and saying the alphabet. Emphasis on
    the lower case. Point to each letter. Allow
    children to handle magnetic letters, soft letters
    etc..

21
Writing
22
  • Children are enabled to
  • Develop a satisfactory grip of writing elements
    pencil, crayon
  • Learn to form individual lower case letters
  • Understand the left, right orientation of writing
  • Copy letters and write words as part of class
    activities
  • Write his or her name

23
Preparation for writing
24
Primary schools do not expect children to be
able to write when they come to school. It is far
more important that small children have had
plenty of opportunity to build up the control in
their hands. When the teacher begins to teach
formal writing children with well developed
muscles will learn to write with ease. (Ready
For School M. Horan G OBrien )
25
How to develop muscles for writing
  • The assembly and pulling apart of construction
    toys
  • Playing with dolls dressing undressing. (
    Buttons, laces zips)
  • Manipulating pliable materials such as playdough
    and marla. ( Pushing, pulling rolling)
  • Scribbling using thick crayons
  • Painting
  • Cutting

26
Maths
27
  • Content for Junior infants
  • Early mathematical activities including
    matching, classifying, comparing and ordering.
  • Number including counting (0-10), comparing (
    sets of 0-5) and ordering (0-5). Read and write
    numerals 0-5, combine sets of objects, totals to
    5.
  • Algebra including copying and adding to
    patterns of colour, shape, size and number.
  • Measurement including working with length,
    weight, capacity, time and money.
  • Shape and space including working with 2-D and
    3-D shapes.
  • Data- including sorting objects and understanding
    and making charts and graphs.

28
Preparation for Maths
29
  • Early mathematical activities
  • Matching - snap, matching pairs of objects!
  • Classifying - putting similar objects in groups
    e.g same colour, shape, texture, animals, birds
    etc
  • Comparing according to length, width, height,
    quantity e.g The 3 Bears
  • Ordering ordering objects by length or height.
    Build towers, use cut outs.
  • Number
  • Counting rhymes and songs 5 little ducks etc.
    Birthdays for teddies, play shop ( 2 apples etc),
    count objects.

30
  • Algebra
  • Make simple patterns using beads, pegs, shapes
    and printing
  • Measurement
  • Length long/short, tall/short, wide/narrow,
    longer/shorter
  • Weight heavy/light, balance, sort objects into
    heavy or light objects
  • Capacity full/empty, holds more/holds less
  • Time morning/evening, night/day,lunchtime,
    bedtime, early/late, days of the week, yesterday,
    today, tomorrow, seasons, birthdays
  • Money recognise and use coins up to 5 cents

31
Sample Routine
  • Infant day - 900- 1.40
  • Small break-1050-1100
  • Big lunch- 1230-100
  • First week - 900-1200
  • Early to bed.... 12 hours sleep !
  • Tired children -
  • Get upset easily
  • Are irritable
  • Have a shorter concentration span

32
Punctuality
  • Morning
  • Children can be intimidated walking into a class
    already in progress
  • Children who are late miss out on activities
  • It interrupts the class
  • Evening
  • Children become anxious if they see other
    children being collected they are left behind
  • Attendance
  • 183 days in school year. 20 days unexplained,
    school must notify the National Education Board.
  •  

33
First Day
  • If youre feeling upset, dont show it!!!
  • Dont arrive too early on the first day...
  • Settle them at a desk with toys. On signal, say
    see you later!
  • If theyre upset, use distraction e.g start
    playing with the toys on their desk
  • Dont peek in the window/door!!

34
Toilet Training
  • Your child should be fully toilet trained
  • Children should know how to wipe, flush wash.
    Hygiene is extremely important as they share
    toys, crayons , paintbrushes etc..
  • Provide them with opportunities to use cubicles
  • Practice at home with uniform on
  • Accidents at school
  • Headlice

35
School Uniform
  • Coats
  • Independence (Labels)
  • Shoes
  • Velcro shoes or buckles are best
  • Tracksuit
  • Worn on P.E. days. Policies vary.
  • Boys trousers
  • Elasticated waistlines.
  • Weather
  • The joys of the changes to Irish weather!!

36
School Bag
  • Zip bags are easiest to open and close.
  • Clips, drawstrings are difficult to manage
  • Wheelie bags
  • Independence
  • Key rings
  • Check size of books first.

37
Lunches
  • Lunchbag and box
  • -Water proof fabric zip up.its
  • -Box that fits in easily
  • Drink
  • -Bottle / easy to open carton. Avoid beakers
  • -Fits easily into lunchbox / side pocket.
  • Contents
  • - Sandwich/wrap, fruit (easy to eat e.g peel
    oranges, berries, bananas, cheese
    strings, yoghurts.
  • - Spoons for yoghurts.
  • - Easy to open containers.
  • Healthy Eating
  • - Check School Policy

38
Pencil cases
  • Style
  • Side zip works best.
  • Contents
  • - Twistables
  • - Triangular junior grip pencils
  • Rubber
  • Topper
  • Books Transparent covers
  • LabelsLabel everything your child brings in to
    avoid upset.

39
Play pretend school
  • Have a trial run or ten !! with their school bag,
    lunch box, uniform coat at home.
  • Children cannot become independent if they cannot
    manage the equipment you provide
  • Nothing succeeds like success!! 

40
Homework
  • No distractions
  • Writing before colouring
  • Oral homework is equally important
  • Should take around 10 - 15 minutes
  • Realistic expectations

41
Finally.
  • Treat it as a natural step in your childs life
  • Children take their outlook on school from you so
    if your experience was not a happy one, your
    child does not need to know !!! Make it
    upTheirs will be different..
  •  

42
QUESTIONS? Thank you all for your attention.
Lorraine Fitzpatrick
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