Starting school: preparing children for their first day

As thousands of children prepare to start school for the first time this September, an education expert from University of Gloucestershire is reassuring parents and guardians that being ‘school ready’ is about far more than reading, writing or counting.

Starting school is a major milestone for children and their families, and while the weeks leading up to the first day can bring excitement and pride, they can also prompt worries among parents and guardians about whether their child is ready for the transition.

Senior Lecturer Maria Meredith, Course Lead for BA (Hons) Education and BA (Hons) Education, Inclusion, SEN and Disabilities at University of Gloucestershire, says one of the most valuable things families can do is help children feel safe, secure and connected as they adjust to a new environment and new relationships.

“Starting school is an important milestone for the whole family, and it is completely understandable for parents and guardians to approach it with a mixture of excitement, pride and anxiety,” said Meredith.

“There can be a temptation to focus on a checklist of things children should be able to do before their first day, but feeling ready for school is about much more than acquiring particular skills, such as being able to read and write.

“It is a process that begins before the first day at school and continues after September. Having worked with young children and families for many years before becoming a lecturer, I have seen how important sensitive relationships can be during periods of change.

“Reassurance, connection and the time and space to become comfortable are integral to helping children and families navigate this transition with confidence and a growing sense of security. This provides them with a strong foundation from which they can explore, communicate, build relationships and learn.”

Research into changes in a child’s life, alongside England’s Early Years Foundation Stage (EYFS) – the statutory framework setting standards for the learning, development and care of children from birth to the age of five in England – highlights the importance of feeling a sense of belonging and relationships.

Meredith said: “The EYFS explicitly describes strong, warm and responsive adult relationships as underpinning children’s emotional development, helping them to develop confidence, manage emotions and navigate new social situations.”

Building a strong relationship between home and school can also make an important difference as children adapt to this important new chapter in their lives.

Sharing knowledge about a child and maintaining communication and developing trust between parents or guardians and teachers can help create a sense of continuity between the familiarity of home and the new experiences of school.

“For children, that sense of continuity is central as they begin to settle, form new friendships and relationships and feel safe in their new environment,” said Meredith.

“Parents play a central role in their child’s learning and development, but at the same time, supporting learning at home does not require home to become an extension of the classroom.

“Research has shown that parental engagement is less about reproducing school activities and continuing to take interest in children’s experiences, conversations, questions and play, all of which provide rich opportunities for learning.

“Play remains particularly significant during this transition as young children make sense of experiences through play – trying out ideas, developing language, negotiating relationships and exploring feelings.”

Maria Meredith’s five tips for parents and guardians preparing a child to start school:

• Focus on reassurance rather than a skills checklist.
  Children do not need to arrive at school already able to read and write. Helping them feel secure, supported and confident about the change can be just as important.
• Give your child time to adjust.
  Starting school is a transition rather than a single event. Allow children the time and space they need to become comfortable with new routines, people and surroundings, both before and after their first day.
• Build a positive relationship with the school.
  Talk to teachers and other school staff and share useful information about your child. Good communication between home and school can give children a reassuring sense of continuity.
• Take an interest in their experiences.
  Supporting learning at home does not mean recreating the classroom. Talking about your child’s day, listening to their questions and showing an interest in what they have experienced can provide valuable opportunities for learning and connection.
• Make plenty of time for play.
  Play can help children process new experiences and emotions, practise language, develop relationships and explore ideas. Keeping time for play during the transition to school can support both learning and wellbeing.