It’s a question that every first-time parent asks. Even though it has been 17 years, the memory of my daughter’s first day going into her Foundation Stage year is still so clearly etched in my mind. The nerves, the pressure, and it still gives me goosebumps just thinking about it.

Let’s not forget, I was an FS1 teacher back then, and despite being quite well equipped with the knowledge of what I would need to do, it was not an easy task, nor an overnight process.

 

Before getting into the details of what milestones can be accomplished or should be established before FS1, let’s think about how we can understand our children better by considering developmental psychology.

I wanted to mention Lev Vygotsky’s theory of the Zone of Proximal Development (ZPD). I find this theory has lots of real-life application, and it really resonates with me as a parent and as an educator.

The Zone of Proximal Development, as defined by Vygotsky, is the range of abilities and skills that an individual or child can perform with assistance but cannot yet perform independently. These abilities and skills are termed “proximal” because the individual or child is close to mastering them but needs more direction, practice or repetition before being able to complete them independently.

The question is: how do children acquire knowledge, and how can we get them ready to do things on their own?

We all know that children learn best:

• by exploring
• by being guided

However, as adults, it is essential to understand that the presence of someone with the knowledge and skills to guide children can make a real difference. This may involve stimulating them, providing provocations and scaffolding, or simply offering supporting activities to help guide the child through their Zone of Proximal Development.

What really makes a difference is encouraging a child to observe everyday social interactions and practise their skills.

Now that we know a little more about how children learn, let’s explore the possibilities of getting them FS1 ready:

Emotionally Ready and Excited About the New Adventure

It is important first to get your three-year-old emotionally ready and excited about their new adventure.

The more your child can visualise the unknown, the more prepared they will be. It is also important for a child to experience and feel an element of control.

As a parent, encourage your three-year-old to try and have a go at things. Provide help only if they cannot do it or you know they have reached a tipping point, and then only provide a little nudge in the right direction.

Scaffold where needed so your child can learn to do things for themselves at their own pace, within their Zone of Proximal Development.

Independent in Personal Hygiene

A mandatory requirement if your child is going to start FS1 in a school is being independent in terms of personal hygiene and fully toilet trained during the day.

This is not necessarily a requirement if your child is going to continue or join FS1 in a nursery setting or an Early Childhood Centre.

“Toilet readiness”, a term associated with paediatricians Benjamin Spock and T. Berry Brazelton, recommends that parents keep an eye on the physical and psychological milestones of their children to help them maintain positive feelings about toilet training.

As a parent, decide on individualised goals for potty training and look for developmental abilities in your child that match these goals.

Please remember that one size does not fit all, and patience is the name of the game, especially if the end goal is for your child to walk into a bathroom, pull down their trousers, use the toilet, wipe themselves and so on.

Remember that you can take steps to actively prepare your child well before toilet training begins.

Independence in Self-Help Skills

Key to a smooth transition from home to FS1 is independence in self-help skills.

As parents, provide opportunities for children to sit at a table with their snack and lunch and encourage them to tidy up after themselves.

Let them have a go at putting on their own clothes or uniform, if they are going to have one, or encourage them to change into swimming costumes for water play or swimming by themselves.

And it does not matter if something ends up inside out.

Independent, stronger and more confident children often settle into FS1 much more quickly.

Opportunities to Ask Questions

Another important factor in helping children become more FS1 ready is giving them opportunities to ask questions and encouraging them to keep on asking question after question.

On average, a child asks many questions in a day. How many do you allow your child to ask?

Asking questions is an important form of communication and plays a significant role in cognitive development. It develops critical thinking and helps build a child’s brain power.

Remember, children turn to the people they love and trust to help them learn through questioning.

The ability to ask questions is a powerful tool that allows children to collect the knowledge they need to learn about the world and solve problems within it.

Foster Routines

Get yourself and your child into a routine.

Routines help children feel secure, safe and looked after. They also foster a sense of belonging and strengthen family relationships.

When shown and encouraged, children are often able to follow a routine with less help or supervision from adults.

Whether it is at the start of FS1 in a school or continuing in the same setting, routines help children become more independent and feel more in control.

To begin, start with a sleep and morning routine.

You can do fun practice runs and try to beat the clock to make it more interesting.

Maintain a routine calendar where children can give themselves a big star if they complete all the steps in their routine on time.

Plan a Play Date to Practise Social and Emotional Skills

Plan a play date and help your child make friends.

Play dates offer children opportunities to practise essential social and emotional skills. Children learn to share, take turns and cooperate as they interact with one another.

Social play also allows them to collaborate, solve more complex problems, compromise and address conflicts.

Between the ages of 2.5 and three years, it is usually best to keep play dates relatively short, around 60 minutes to 1.5 hours.

Children who participate in play date activities often become more independent, which can benefit them greatly in later years.

For me, it was simply an opportunity to observe how my children interacted with others. It helped me provide the right guidance to develop the critical life skills that I know are learned habits.

Having friends is hugely beneficial for children.

It’s never too early for children to make their “first” friends.

 

Mrs Samina Khanyari
General Manager
Jumeirah International Nurseries