Professional Documents
Culture Documents
School
First major experience the child is
exposed to outside the home
These early experiences
Mould childrens attitudes to life
and learning
Develop skills that aid in growth
and development of their
potential
Hurried child syndrome
Expectations and demands of
schooling leave child bewildered
and handicapped for growth
Child needs to be prepared
What is readiness?
Readiness
Essentially the state of receptiveness
The ability to be receptive
Importance of reading
Visual perception
color
perception
and colour
constancy
shape
perception
and shape
constancy
visual
analysis
and
synthesis
visual
closure
visual
figureground
distinction
visual
memory
visual
conceptualizing
visual
patternfollowing
spatial
relations
visual
discriminatio
n
visual
sequence
Mix and match making three-part flipbooks where heads, bodies and tails of
animals can be interchanged
Match the detail matching a picture of a
detail (such as a window) to the picture
from which the detail comes such as the
house that has that window)
Picture-word matching
Shape words matching high frequency
words to a shape outline
Snap matching a range of pictorial
cards
Lotto matching word to word
Dominoes matching picture to picture
or word to word
Audio-visual discrimination
To establish association between sounds and
pictures/objects/words
Activities to enhance audio-visual discrimination
Listening games
Matching games with pictures and then move on to
words
Odd one out with beginning sounds 4cards
having the same beginning word and one differentpigeon, potato, apple, parrot
Command cards for action words
Activity sheets which focus on Beginning sounds,
ending sounds
Picture housie
Word housie
Substitution tables
Directionality (Left-right/top-down
orientation)
Writing readiness
The skills and
understandings necessary
for minimum success in
completing a writing task.
Learning to write is a difficult
task.
Readiness in writing begins
when the child gets a good
start in reading and
thoroughly enjoys reading.
Prerequisites
Writing tools
Children need many
experiences with tools such
as paper, brushes, crayons,
pencils to develop abilities
not only in handling but also
in making refined strokes
Papers to write/coloured
pencils/markers
Pictures and magazines
Note pad to scribble on
Setting up a small writing corner
Bulletin boards
Books
Value based stories
Chalk and talk stories
Stories made by children
Post office box
List of children and their phone numbers
Calendars
Greeting cards
Invitations or advertisements for a book
week
Developing skills
Small muscle development
As the children enter primary school
their small muscles are fairly well
developed
Activities that would further foster
small muscle development
Jig-saw puzzles
All type of creative art work/drawing
painting/Clay work
Lacing
Paper folding
Playing a musical instrument
Developing skills
is the ability of the
eyes & hands to work together in smooth,
efficient patterns & is required for
writing/copying/drawing/pencil-paper tasks
It involves
visual perception and
eye-hand co-ordination
High correlation between Visual motor
integration and
writing readiness/handwriting skills/
coping abilities/reading/mathematical
abilities and academic performance
Visual-motor integration (VMI)
Developing skills
The teacher
Cannot make the child learn until the child
herself/himself is not ready to learn
Has to make the child receptive to
learning
Has to cater to differential levels of
readiness in teaching a uniform syllabus
Has to understand the basic concept of
readiness
Dont condemn children as being dull and
unintelligent
Adopting methods of teaching and
individualization.
This problem can be overcome somewhat,
but it is indeed a difficult task for the
teacher
Summary