The term “transition” defines the “passage” from a “known” to an “unknown world”. The transition from Kindergarten to Primary School, ie the transition from preschool to school life, is considered one of the most critical periods of childhood and marks a new and important stage in the development of the child and family.
The transition consists of complex and sequential processes of change, exposing the child to a wide variety of requirements (cognitive, emotional and social) to which you are called to adapt.
The most common changes that children face are:
- The increase in number of students in the classroom.
- The longest period of their stay in the classroom.
- Changes in the type and degree of involvement and participation of parents.
- The increase of expectations of parents and teachers for individual work.
- Less individual help with the simultaneous emotional support of the teacher.
- The different curriculum (new knowledge, activities, cognitive requirements, etc.).
- The differentiation of the way of teaching and the approach of the students from the teacher.
- The new and different rules that will follow in the new school context.
The degree to which the child will respond positively to the transition and will meet the requirements of Primary school depends on his “readiness” in various areas of development (social, emotional, behavioral, cognitive, learning, motor, physical, language – communication). Therefore, to judge whether a child is ready to go to primary school depends on the degree to which he has acquired basic skills and knowledge from a variety of fields. The chronological age of the child is not a unique and reliable factor of a child’s readiness to attend and adapt to primary school.
The inability of children to adapt to new changes, during this school period, can have long-term effects on further development in the various areas of development (cognitive, learning, social, emotional). Therefore, school readiness is a very important factor for a child’s subsequent course.
Key areas and some of the key skills that are expected and important for a child to go to primary school:
Linguistic / Communication Development
Following Complex instructions
Monitors and understands stories (appropriate for his/her age)
Monitors and understands a simple conversation
Distinguishes the real from the imaginary event in a story or fairy tale.
Properly produces all the sounds and complexes of the Greek language.
Produces simple and complex sentences.
Keeps the topic of a discussion.
Uses suggestions that include two or more ideas
Uses descriptive language
He/she knows by heart and recites some common poems and songs
Tells or retells stories and/or everyday experiences
He/she asks questions and expresses his/her curiosity
Expresses ideas so that others can understand them
Answers open and closed questions.
His/her speech is understood by unfamiliar listeners / interlocutors
Uses the melody of his/her voice correctly (prosody), whispers and changes the tone of voice if necessary
He/she goes downstairs.
He/she bounces and catches the ball.
He/she claps rhythmically.
Hold the pencil correctly.
Use the scissors correctly.
He/she fastens the pants and raises or lowers the zipper.
Can draw a straight line with the pencil.
He/She can followed continous lines with the pencil for the completion of an endless shape.
Paints an image without going out of frame.
Working / Short Term Memory
Visual and audio memory.
Attention and Concentration.
Processing and reaction speed.
Recognizes sizes (eg small – large, medium, tall – short) and can make size comparisons.
Recognizes quantities (eg many-one-few, more-less, empty-full).
Recognizes numbers up to ten
Recognizes and identifies similarities and differences.
Recognizes the uppercase phonemes of the alphabet individually
Writes most letters of the alphabet
Writes his/her name
Recognizes the position of objects and his/her body as well as places objects in his/her space according to the concepts: Up-down, inside-out, front-back, near-far, between, first-last.
Understands the concepts: morning-noon-evening, before-now-after, yesterday-today-tomorrow.
Non verbal communication
Adapts to unfamiliar conditions
Relationships with other children and adults.
Shares items with others.
Basic relationship management skills (eg conflict management, collaboration).
Recognize, express, accept and manage emotions (positive or negative) and emotional states (eg stress, frustration).
Ability to empathize (to understand the feelings of others).
Emotional mood, phobias, bodily reactions that do not affect functionality.
Skill to go to the toilet.
To dress himself/herself.
To brush teeth and hands.
To eat alone.
There are specialists (school psychologists, special educators, speech therapists, occupational therapists) who assess a child’s school readiness and implement individualized intervention programs based on the strengths and weaknesses of each child. The comprehensive development of a child is the basic condition for school readiness and is achieved with the cooperation of all specialists.
Registered School / Educational Psychologist (Registration Number 423)