How can parents and teachers work together to help children’s early learning and development?
Very often, the parent is referred to as “the child’s first teacher” as this is the adult with whom a child spends a large amount of her/his waking hours. Parents and family support and model daily life and routines for the child, both consciously and unconsciously. When a child is ready to enter a group learning environment, everyday tasks of parenting can provide children with the tools and skills needed to thrive in that setting.
Parents support children in their first experiences with language, numbers, social interactions and negotiating problems which are the basis for learning in a group setting. When children prepare to join a group learning environment such as nursery or pre-school, parents have an opportunity to support that transition by getting involved in the learning environment. Some of those opportunities include joining the decision-making committee of the nursery, sharing the home culture by sharing objects from home, or volunteering time in the setting to better understand the daily routines and offer support to the other children.
Social and Emotional Preparation
Being able to regulate their emotions, so that they can express their feelings clearly and appropriately, is important for a child’s successful transition into school or nursery. Related to regulation of emotions is self-regulation or the ability to use a range of tools and skills to adapt to environments and situations. Humans begin life in infancy developing self-regulation by adjusting to the typical human routines like sleeping, eating and interacting with others.
Children preparing to enter a group learning situation such as nursery or school have less difficulty adjusting if they are already able to concentrate on completing a task which requires self-regulation. Interactions with parents, families and carers in such activities as reading picture books, building with blocks or assisting with household tasks such as setting the table for a meal or folding clean laundry helps children to learn how to concentrate, focus, and complete a task from beginning to end.
Emotional development can be supported by children being encouraged to:
Use clothing and artefacts to dress up and pretend to be someone else
Approach new situations with support to build self-esteem and independence.
Express their feelings and emotions, e.g. laugh, cry, and stomp their feet
Understand how others feel in varied situations and support those who need it.
Celebrate other’s accomplishments and successes
Explore, create and investigate with various materials and many contexts
Children thrive on encouragement, involvement and successful problem-solving. Repeated experiences involving these strategies give children opportunities to understand boundaries and take pride in their accomplishments. When they are given chances to contribute to conversations and household maintenance, they gain a sense of pride and achievement. When children have a secure sense of their abilities and competencies, they are able to translate that inner self belief to their nursery or school experiences and thrive in a peer-aged group setting. Ongoing interactions with important figures in a child’s social network assist in social development. These figures could include parents, siblings, extended family members, carers, neighbours, friends, etc.
Parents can support and extend children’s social development by:
Encouraging contact, interactions and observations of people around the child.
Allowing the child to observe, practise and refine social skills such as sharing, negotiating, turn-taking and conflict management
Arranging for them to have organised time to play with their peers and guiding them toward socially acceptable and appropriate behaviours when with their peers and in other social situations.
Generally, children flourish when they experience warm, responsive early emotional ties, positive modelling and supportive guidance of effective social behaviour. Secure and supportive family relationships encourage children to develop social competence beyond the family unit.
Parents may assist children in preparing for and settling into the learning setting by cherishing and encouraging learning at home. Children need space and reinforcement for learning. Encouraging children to make choices, get involved in household routines, and taking responsibility for particular daily tasks allows them to contribute to daily life and understand the importance of work and boundaries.
These activities translate directly to adjusting to the learning environment. Consistency is important for all humans and children thrive on it. Predictability of routines allows children to anticipate expectations and cope better than when there are inconsistencies in daily life (i.e. going on holiday, illness, etc.). Having a grounded experience in routines will assist the child in being comfortable and adjusting to an organised learning environment.
Each child is an individual who learns and adapts at their own pace. When they are equipped with skills and techniques to confront, adapt to, and adjust to new situations, they have a much better chance of successfully negotiating whatever life throws at them, including settling into a nursery or school environment.