SRP SCHOOL READINESS PROGRAMME A CORNERSTONE TO SUCCESS

SRP SCHOOL READINESS PROGRAMME A CORNERSTONE TO SUCCESS 5 DAY WORKSHOP ON EDUCATIONAL LEADERSHIP FOR THE HMs/ Sr. PRTs APRIL-MAY 2013 KVS ZIET MYSORE

IMPORTANCE OF READINESS • Every Age Of A Learner Has Its Won Capacities And Potentialities • Development and skills to be attained have to be rooted in and correlated with the developmental stage of every child. The most important consideration when a child is readied for learning is what the child already knows ( PRIOR KNOWLEDGE).

WHAT IS READINESS? • Readiness is a state of receptiveness and the ability to receive. • A teacher cannot make the child learn unless he/ she is ready to learn. • The Teacher is expected to make the child receptive to learning in general and then make her/ him ready to learn specific items in particular.

IMPORTANT FACTS ABOUT CHILDREN AGED 3 -6 YEARS • Children aged 3 -6 years cannot sit still for long time. • They tend to learn through concrete objects and first hand experiences since the ability for abstract thinking and reasoning has not yet developed • They are curious and eager to learn. • They are spontaneous and demonstrative in their emotional readiness towards others • They respond readily to Music, and Rhythm Rhyme

WHAT SHOULD BE DONE ? GENERAL READINESS- • Have adequate social, independence, communication, skills • Familiarisation with the school environment fine motor, cognitive • Ability to see and hear distinctly. Children having difficulty in these faculties need to be identified and attended to • Physical fitness of children is another area of readiness to learn. Sick, undernourished children cannot learn to the extent required. • Socio-emotional well-being needs to be attended to. Children under stress, anxiety and with different linguistic background are not ready for learning

WHAT SHOULD BE DONE ? SPECIFIC READINESS- READINESS TO LEARN • A proper development of ‘Readiness Programme’ should be designed for the preparation of formal reading, writing and mathematics- ie structured programmes for Reading Readiness, • • Writing Readiness • • Number readiness • •

DIRECTIONALITY ( A HABIT TO ATTEND TO ANY TASK IN THE DIRECTION OF LEFT TO RIGHT VISUAL DISCRIMINATION READING READINESS VISUAL-AUDITORY DISCRIMINATION

CREATING A NEED TO EXPRESS THROUGH WRITING DEVELOPING SKILLS DEVELOPING INTEREST AND SEEING RELEVANCE OF THE SKILL OF WRITING IN DAILY LIFE SITUATION WRITING READINESS

Developing Conceptual Readiness Developing Curiosity, Interest and Strengthening of Cognitive Skills in Mathematics as a Part of Daily Living in the Classroom NUMBER READINESS

School Readiness Activities CLICK TO OPEN THE WORD FILE

Assessment of School Readiness SAMPLE CHECKLISTS ARE ENCLOSED. KVs CAN GENERATE THEIR OWN ON SIMILAR LINES DEPENDING ON THE INPUTS GIVEN THE TEACHER CAN DEVISE THEIR METHOD OF ASSESSING USING THE CHECKLIST. THE FINDINGS CAN BE ENTERED IN THE ANECDOTAL RECORD OF THE CHILD CHECKLIST FOR LANGUAGES CHECKLIST FOR NUMBER WORK

SUPPORT RESOURCES ENCLOSED IN THE DVD 1. YOU TUBE LINKS FOR VIDEOS FOR ALL THEMES 2. COLLECTION OF RHYMES 3. SAMPLES VIDEOS ON GOOD HABITS AND RELATED AREAS 4. WORKSHEETS ( ABOUT 75) 5. GUIDEMAP FOR USING THE WORKSHEETS

PRACTICE ACTIVITY Groups 1, 2, 3, 4, 5, 6 - Show a game/ an activity for developing directionalityleft to right reading, any pre-concepts in maths, in children Groups -7, 8, 9, 10 Evaluate the SRP Assessment checklist given and suggest edited checklist