Datta, Vrinda
(2014)
School readiness.
Learning Curve (22).
pp. 67-69.
Abstract
The enrollment in primary schools has dramatically
increased to 96% (ASER 2013) in the context of right
to education. But still the issues of retention,
repetition, drop out and learning levels remain
greatest challenges in the field of education in India.
Therefore child’s entry, adjustment and success in
school needs to be understood and in this context
transition to school becomes a significant event.
Transition is used to refer to period of time before
and after the child moves from either home or early
chi ldhood program (UNICEF, 2012) . As
acknowledged in literature, for the transition to be
smooth, children need to be ready for schools and
schools ready for children (UNICEF, 2012). Thus
transition and school readiness are linked concepts.
In the early literature, school readiness emphasized
only on cognitive and academic skills. While now,
one looks at school readiness as a more holistic
concept. It does not occur suddenly but school
readiness can be considered as an outcome of
child’s life up to now (Janus, Hughes Duku,2010).
Along with this for the school ready child to
function, there has to be ready school that will
support child’s learning and development. Taking
these factors into consideration, UNICEF created a
model of school readiness where ready families,
ready schools and ready children are three
important dimensions that interact to create school
readiness. Further, it also talks of transition periods
where schools, families and communities play an
important role.
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