Children are natural learners. They have an inbuilt curiosity and an eagerness to know more about everything - about themselves, about others and about the world around them. They learn fast - but only when they are ready and their interest is aroused.
Because they come to us so young we must guard against putting pressure on them to learn what they are not yet ready for. Demanding too much too soon can switch a child off completely. At the same time we must cultivate readiness so that they can get moving as soon as possible.
The rates of progress of children can vary greatly. We try to give them an opportunity to move ahead at their own pace or as near to it as possible
Our first year in school therefore, is mainly about settling in, relating to others, making friends, feeling happy and gradually getting used to the routine of the school. On the learning side the emphasis is on getting children ready for learning by -
· Developing their oral language and expression.
· Sharpening their senses, especially seeing, hearing and touching.
· Developing physical co-ordination especially of hand and fingers.
· Extending their concentration span and getting them to listen attentively....
· Learning through play – is the most enjoyable and effective way.
· Co-operating with the teacher and other children.
· Performing tasks by themselves.
· Working with others and sharing with them.
· Getting each child to accept the general order, which is necessary for the class and school to work well.
BEFORE YOUR CHILD STARTS
You should ensure that your child is as independent as possible - physically, emotionally and socially. If pupils can look after these areas they will feel secure and confident and settle in readily.
It would help greatly if your child is able to:
- Button and unbutton a coat and hang it up.
- Use the toilet without help and manage pants buttons.
- Also encourage personal hygiene and cleanliness. Your child should know how to flush the toilet and wash hands, without having to be told.
- Use a tissue when necessary.
- Share toys and playthings with others and ‘take turns’.
- Tidy up and put away playthings.
- Remain contentedly for a few hours in the home of a relation, friend or neighbour. If children had this experience, then separation from parents when they start school will not cause any great anxiety.
- Wear ‘Velcro’ shoes, some Junior Infants cannot manage laces
Preparing for the Big Day
The child’s first day at school is a day to remember for the rest of his/her life. You can help to make it a really happy one.
· Tell them about school beforehand, casually, and talk about it as a happy place where there will be a big welcome and they will meet new friends.
· Don’t use school or the teacher as a threat. “If you behave like that for teacher she’ll murder you”, even said light-heartedly this can make some children very apprehensive.
· Your child will like to have the new uniform or tracksuit and a new bag when school begins. These help them identify more readily with the school and other children.
· Your child will receive their books and copies on their first day of school as part of the school book rental scheme.
· All belongings (e.g. jumpers, coats, bags) must be marked with your child’s name. Your child will only feel important if he/she has something in the school bag, so perhaps you could buy a copy or colouring book which could be used at home.
The Big Day
Coming in ...
When you arrive at the classroom, be as casual as you can. He/she will meet the teacher and the other children. Hopefully, they will be absorbed in the new surroundings. So having given assurance you will be back to collect him/her, wave goodbye and make your getaway without delay.
Packed Lunches (See Healthy Eating Policy)
Lunch is an important meal for school-going children. We will ask you to encourage a healthy lunch right from the start. Please ensure your child has a drink in school, as hydration is important for learning.
Going Home
· Be sure to collect your child on time. Children can become very upset if they feel they are forgotten.
· Keep out of view until the children are released.
If at any time the collecting routine has to be changed ensure you tell the child and the teacher through a note in his/her homework journal. Emergencies can also arise so a phone call to the school will ease anxiety.
HANDLING THE UPSET CHILD
In spite of the best effort of both teacher and parents a small number of children will still become upset. If your child happens to be one of them don’t panic. Patience and perseverance can work wonders.
A Word of Advice
· Trust the teacher. She is experienced and resourceful and is used to coping with all kinds of starting-off problems.
·Try not to show any outward signs of your own distress. Sometimes the parents are more upset than the child and are the main cause of his/her anxiety.
·When you have reassured him/her, leave as fast as possible. The teachers can distract and humour him/her more easily when you are not around.
·Check back discreetly in a short while. You will invariably find that calm has been restored.
·You must be firm from the start. Even if a child is upset you must insist that they stay. He/she must never feel that he/she is winning the psychological battle of wills.
·On day one take as many photos and videos as you like. It is a great day for children, parents and school.
As Time Goes On ...
·School begins at 9.20am. To ease the child into the school routine we have a policy where Junior Infants come in for a shorter day (12.30p.m.) than usual for the first two weeks. After that they go home at 2.00 pm. Please make sure that your child is collected at 2.00 pm. Get him/her into the habit of being in good time for school from the beginning. Mid-morning break: 11.00a.m. to 11.15a.m. (a small snack is sufficient here). Big lunch 12.45p.m. – 1.15p.m. o’clock (lunch required)
·Children need plenty of rest after the effort and excitement of a day at school. You should ensure that they go to bed early and have a good night’s sleep.
·When he/she has settled in and hopefully, looks upon school as a “home from home”. Please continue to show an interest in daily adventures. Give an ear if they want to tell you things - but don’t pester your child with questions.
·Mind that you take some of his/her stories with a pinch of salt.
·If his/her progress is slow do not compare him/her adversely with other children while he/she is listening. Loss of self-esteem can be very damaging to children.
·Be careful about criticising teachers in the child’s presence. Remember that the teacher is the parent figure while at school and for the child’s own well-being it is important that he/she has a good positive image of teacher.
·This last caution applies to your child’s image of the school as well. School is always “the greatest” - whatever it’s faults.
·He/she is not going to be a model of perfection all the time - thankfully. You should try to have patience with his/her shortcomings and praise for his/her achievements.
·Children often “forget” or relay messages incorrectly, so please, check your child’s bag/ Homework Journal each night for notes.
SOME IMPORTANT AREAS OF EARLY LEARNING
Developing the Command of Spoken Language
It is important that the child’s ability to talk is as advanced as possible. It is through speech that children communicate their thoughts and feelings, their needs and desires, curiosity and wonder. If they cannot express these in words they will tend to remain silent and will often withdraw from the learning activity of the class. This can be the first sign of failure in the school system and must be remedied, if at all possible. This is why a lot of attention is given to language development in the first years of school.
You Can Help ....
· Talk to your child naturally and casually about things of interest that you or he/she may be doing at home, in the shop, in the car etc. Remember that all the time children are absorbing the language they hear about them. It takes them a while to make it their own and to use it for their own needs.
· Try to make time to listen when they want to tell you something that is important to him/her. But don’t always make him/her the centre of attention.
· Answer genuine questions with patience and in an adequate way. Always nurture her/his sense of curiosity and wonder.
· Introduce her/him gently to the ideas of Why? How? When? Where/ If? etc. These demand more advanced language structures.
· He/she will have his/her own particular favourite stories that he/she never tires of hearing. Repeat them over and over again and gradually get him/her to tell them to you.
FIRST STEPS IN READING
Ability to read is the foundation for all future progress in our school system. However, learning to read is a gradual process and a lot of preparatory work must be done before a child is introduced to her/his first reader.
We very deliberately do not rush or push children into reading. We get them ready for it over an extended period. Reading is something to be enjoyed. It should never start as a chore for the small child. Fill your child’s life with a print rich environment.
You Can Help ...
· Have attractive colourful books in the home.
· Read your children a variety of stories from time to time. He/she will get to associate these wonderful tales with books and reading.
· You must convey to him/her gradually that books are precious things. They must be minded and handled carefully and put away safely.
· Look at the pictures with him/her and talk to him/her about what they say.
· Read nursery rhymes. Children will learn them off their own bat. Don’t try to push them.
· Above all, don’t push them with early reading. You may turn them against it for evermore.
· Remember that the teacher is the best judge of what rate of progress is best suited to each child.
Understanding Maths
First a Word of Warning
Maths for the small child has nothing to do with “sums” or figures or tables or adding or subtracting. These will all come much later. Maths is really part of the language children use in understanding and talking about certain things in his/her daily experience e.g.
· He/she associates certain numbers with particular things - two hands, four wheels, five fingers etc.
· Counting - one, two, three, four etc.
· Colours - black, white, red, green etc.
· Prepositions (telling position) and their opposites:
over/under, before/after, inside/outside etc.
· Matching/Sorting - objects of the same size/colour/texture/shape etc.
· Odd One Out - difference in size/colour etc
Understanding of these concepts comes very quickly for some children. For others it takes a long time. Be patient. You cannot force Maths understanding on a child.
But You Can Help ...
· In the course of your ordinary daily routine in the home, in the shop, in the neighbourhood you should use suitable opportunities to casually introduce the maths vocabulary referred to above, e.g. How many cakes? The glass is full/empty. We turn left at the lights.
· The child gets to understand Maths best by handling and investigating and using real objects. This has been his/her natural method of learning since he/she was a baby.
Gaeilge
All children enjoy learning another language besides their own language. They have no difficulty in picking it up because it fascinates them as another code of communication. They are free of any hang-ups about Irish unless they become aware that the home attitude towards it is not good. So please be careful that anything you say does not give a negative attitude to your child.
We would want his/her parents to give every encouragement and help to the small ones in their efforts to acquire Irish. If they learn new words in school encourage them to use them at home. Use little Irish phrases or words now and again. Children are delighted to find out that their parents are into their new code as well. If they must learn Irish, let them enjoy it and master it to the best of their ability. Use the simple words – Slán leat, Fáilte abhaile.
At the kitchen table – scian, spúnóg,. Use your cúpla focal.
Getting Ready for Writing
Making letters on paper is not easy for the small child. He/she must learn to hold the pencil properly and make regular shapes. His/her hand and finger muscles are only gradually developing at this stage.
You Can Help ...
· He/she must develop the ability to get the hand and eye working together. This is very important. Get them manipulating toys like:
(a) Jigsaws, Lego, beads to thread etc.
(b) Plasticene (Marla) to make their own shapes
(c) A colouring book and thick crayons
(d) Sheets of paper that they can cut up with a safe scissors.
· When he/she begins to use a pencil make sure that he/she holds it correctly at the start. It will be difficult to change him/her later.
· He/she may be making block letters at home even before he/she comes to school. This is fine. But when he/she starts making lower case letters at school you should try to get him/her to discontinue the blocks and practise his/her new system whenever he/she feels like it. Consult the teacher about this.
· Don’t discourage left-handedness. If that is his/her definite natural inclination, don’t attempt to change it
Other Areas of the Curriculum
Children in junior infants learn a lot through many other activities, which do not need any elaboration here. Their general developments is enhanced through Art & Craft, P.E., Music, Drama, SPHE (Social Personal Health Education), SESE (Science, History, Geography) and through Religious Education.
Children’s moral and social education is covered right through the school day e.g. kindness to others, sharing with them, saying we are sorry, being aware of God through the beauty of nature etc.
Social skills are very important. We encourage good manners at all times, please/thank you, addressing teachers properly, being courteous to fellow students and teachers. It is important to ask your child whom he/she played with at school and to ensure he/she isn’t alone, also encourage mixing rather than being dependent on one friend. Rough behaviour is totally discouraged in the playground (See school rules).
