The school readiness models

Bronfenbrenner’s Bioecological model,

Charles Bruner, conceptual framework that recognizes the need for a systemic approach to early childhood development, 2010

Sayers, M., West, S., Lorains, J., Laidlaw, B., Moore, T. G., & Robinson, R. (2012). Starting school: A pivotal life transition for children and their families.Family Matters, 90, 45-56.

School Readiness: a conceptual framework© United Nations Children’s Fund, New YorkUpdated in April 2012

The three dimensions of school readiness are:

(1)Ready children, focusing on children’s learning and development.

(2) Ready schools, focusing on the school environment along with practices that foster and support a smooth transition for children into primary school and advance and promote the learning of all children.

(3) Ready families, focusing on parental and caregiver attitudes and involvement in their children’s early learning and development and transition to school.

All three dimensions are important and must work in tandem, because school readiness is a time of transition that requires the interface between individuals, families and systems.

THE SCHOOL READINESS MODELS

The Philippine school readiness model

Figure 1: “isa, dalawa, tatlo, apat, --bawat bata handa dapat” (one, two, three, four--make every child ready for more) where the 3 interlinked dimensions of school-readiness: home/children/center or school are re-visualized as standing on or supported by the 4th dimension (community). It sends the message that activities in each dimension, (whether stimulating demand or ensuring quality supply) are simultaneous with the rest and not necessarily, rigidly sequential but is driven by available governance structures/mechanisms at the LGU level. “more”= development progress, lifelong learning, life-skills, positive life experiences

RE-ENVISIONED IN NEXT SLIDE

Ready FAMILY Ready CHILDREN Ready SCHOOL

Ready COMMUNITY

The Philippine school readiness model

Ready COMMUNITY

Ready FAMILY

PARENT EFFECTIVENESS SEMINARS

EARLY REGISTRATION CAMPAIGNS

HOME VISITS& OTHER

ENGAGEMENT MECHANISMS

Ready CHILDREN

DEVELOPMENT IN 7 DOMAINS IN ECCD CHECKLIST

Ready SCHOOL

• CHILD SEEKING• WHOLE-CHILD APPROACH• LEARNER-CENTERED

PEDAGOGY• PLAY-BASED APPROACH

LOCAL PRACTICES SUPPORTED UNDER CPC7

Ready COMMUNITY (BLGU)

Ready FAMILY Ready CHILDREN Ready SCHOOL

Ready COMMUNITY (MLGU)

Point of engagement

Increasing access of young children, especially document those who reside in remote areas and those from indigenous communities

competency of ECCD

workers and the quality of services they

provide

improving local ECCD governance

Transition of ECCD

completers(seamless

LINK)

driven by available governance structures/mechanisms at the LGU level.

Linking curricular themes and competencies from ECCD to

grade 1