Importance of Play

Section 4 School Readiness Through Play

Importance of Play
Spontaneous play is natural and healthy for children.
Children learn best through play. Through play all areas of a
child’s development can be enhanced. Play positively supports
children’s social/emotional, physical, cognitive, language, and
literacy skills, is essential to a child’s overall healthy development
(Ginsburg, 2007; Packer Isenberg & Quisenberry, 2002) and
enhances self-regulation. Daily physical and active play for
children is recommended by the Canadian Paediatric Society
(Grenier & Leduc, 2008), to foster optimal development. The right
to play is also recognized for all children in the United Nations
Convention on the Rights of the Child (1989). Hirsh-Pasek et al.
(2009) states that “play offers a key way to support the learning
of whole children in developmentally appropriate play” (p23).
Play, therefore, is an important vehicle that promotes children’s
school readiness.

Stages of Play
Since the 1800s, the play of children has been the focus of considerable study. One aspect
of play, the various stages of play through which children progress, has been observed and
recorded extensively. Mildred Parten (1932; 1933) categorized the stages of play in pre-
school children.

Mildred Parten (1932; 1933)

In her famous study, Parten (1932) developed six categories of social participation among
preschool children. Her play categories are still actively used by educators today. They
include:

1. Unoccupied behaviour - not engaged in any activity

2. Solitary independent play - child playing alone, no other children within 1 meter (3
feet)
3. Onlooker behaviour - child observing others play but not joining in
4. Parallel play - child playing next to others without verbal interaction
5. Associative play - verbal interaction, but few attempts to organize the play
situation
6. Co-operative or organized supplementary play - each child taking an active role to
plan and structure the play situation while collaborating with each other.
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Section 4 School Readiness Through Play

Parten found that with increasing age, the children tended to participate in more social
forms of play. Younger children tended to engage in more unoccupied behaviour, onlooker
behaviour, and solitary play, while older preschoolers engaged in more cooperative play.

Sara Smilansky (1968)

Sara Smilansky is known for her four stages of play. These play stages are considered to
reflect a child’s cognitive development. Smilansky’s four stages consisted of:
1. Functional play (also called practice play)
2. Constructive play – children create or assemble a structure or object
3. Dramatic or symbolic play
4. Games with rules

uu Play can also be classified into play behaviour that corresponds to some
developmental domains, although there is always considerable overlap:
−− Locomotor play - physical
−− Social play - social/emotional
−− Pretend play - social/emotional
−− Object play - cognitive
−− Language play - language and literacy
(Smith & Pellegrini, 2008)
uu It has been found that children engage in increasingly more complex stages
of play as they get older. Rubin, Watson, and Jambor (1978) found:
−− Infants engage in solitary-functional play
−− Toddlers engage in parallel-functional play
−− Preschoolers engage in associative play, constructive play and
dramatic play
−− Four and five year olds engage in cooperative-constructive play,
socio-dramatic play and begin to play games with rules.
−− Kindergarten and school age children elaborate cooperative-
constructive play, socio-dramatic play and games with rules.
uu There are times when individual children choose solitary play. A master lego
builder, for example, may want the concentration allowed in solitary play.
When day after day is spent in solitary play and play seems “stuck” adults
should extend their observations to determine if:
−− The child is being isolated by peers
−− The child has some emerging interest and social skills
−− The child chooses to play alone
−− The child needs some assistance to move beyond the present form
and level of play.
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Section 4 School Readiness Through Play

Functional play includes the investigation of the properties and functions of objects through
sensory motor exploration. When we are introduced to a new medium like clay for the
first time we all may pinch, poke and pull apart the clay in functional play. When children
are “stuck” using functional play and do not move with time and experience from poking,
pinching and pulling clay to rolling it and forming shapes and eventually creating objects
then it may be time to intervene.

Benefits of Play in Children’s Development

As an essential part of childhood, studies have shown that play has a positive impact on
children’s overall development. The positive benefits of play on a child’s social/emotional,
physical, cognitive, language and literacy development have been well documented
(Ginsburg, 2007; Pronin Fromberg, 2002; Roskos & Christie, 2000; Zigler, Singer, & Bishop-
Josef, 2004).
uu What are some of the benefits of play for young children?
−− Play enhances children’s creativity and problem-solving (Smith &
Simon, 1984).
−− Play contributes to the development of self-regulation and social
skills such as turn-taking, collaboration and following rules,
empathy, and motivation (Bodrova & Leong, 2007; Krafft & Berk,
1998).
−− Children, who engage in social and dramatic play, are better
able to take others’ perspectives, and are viewed as more
intellectually and socially competent by their teachers (Connolly
& Doyle, 1984; Sawyer, 2001).
−− Outdoor play helps to promote children’s physical well-being,
attention, conflict resolution, coordination, muscle development,
and healthy weights (Clements & Jarrett, 2000; Council on
Physical Education for Children, 2001; Fjortoft, 2001; National
Association of Early Childhood Specialists in State Departments of
Education, 2002).
−− Adding literacy-related materials to dramatic play centres,
increases reading and writing activities and use of more varied
language (Bagley & Klass, 1997; Neuman & Roskos, 1997; Stone &
Christie, 1996).
−− Children, who play out events in a story, have improved story
comprehension and develop a stronger theory of mind, the
understanding that others have different feelings, thoughts, views
and beliefs (Pellegrini & Galda, 1980).
−− Positive links between children’s dramatic play and early reading
achievement have been found (Pellegrini, 1980).
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Section 4 School Readiness Through Play

What is School Readiness?

In recent years, areas such as school readiness and school transition have received
considerable attention. Even the terminology is not consistently defined. Generally in
Ontario professionals use the following to indicate what is meant by ‘school readiness’
uu ‘Transition to school’ is the terminology used for programs that prepare chil-
dren to a more formal setting. It usually includes 3 - 5 year olds and includes
three different types of programs.
uu Pre-school is a play-based setting that supports learning for 2 - 5 year olds.
Pre-school programs can be formal or informal and are offered through a va-
riety of public and private organizations. Pre-schools are not mandatory and
may have fees associated with them.
uu Junior Kindergarten (JK) is usually, but not always, offered in a school-based
setting to support the beginnings of curriculum-based learning. Children are
usually 3 or 4 years old at entry to JK and 4 or 5 years old by completion of a
JK program. JK is publicly funded; but attendance is voluntary.
uu Senior Kindergarten (SK) is offered in a school-based setting in all schools
across Ontario as a publically funded ‘transition to school’ program for 4 and
5 year olds (at start of school-year). JK and SK are offered on a half-day or
alternate full day basis.
uu Some schools offer Full Day Kindergarten. The province of Ontario is set to
expand the Full Day Kindergarten Program to all schools in Ontario.
uu ‘School readiness’ is the terminology used to indicate that a child is ready to
enter grade one. Children entering grade one are usually 5 or 6 years old in
Ontario.
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Section 4 School Readiness Through Play

uu In the report: With our Best Future in Mind: Implementing Early Learning in
Ontario, Charles Pascal (2009a p5) sets the goals for every child in Ontario to
enter the primary grades:
−− “Healthy and secure
−− Emotionally and socially competent
−− Eager, confident and successful learners and
−− Respectful of the diversity of their peers”.
A child’s ability to learn depends on how well she has mastered the art of self-regulation.
Posner and Rothbart (2006) show that there is a sensitive period, when self-regulation can
be enhanced, between the ages of three to five. During this time, the area of the brain
that supports the development of self-regulation, experiences a major growth spurt. While
self-regulation continues to develop into adulthood, having acquired age appropriate self-
regulation by the time a child enters formal schooling, will benefit his learning trajectory.
Following directions, staying on task, and managing emotions and social situations are the
skills that will allow the child to focus on his academic activities. Self-regulation develops
well in an environment that provides;
uu Opportunities for playful learning by stimulating the child’s imagination and
curiosity.
uu Caregivers that respond to the child’s cues warmly, sensitively and
consistently.
Children, experiencing circumstances that do not encourage healthy development and
developmentally appropriate play, will greatly benefit from early interventions, before
brain processes have become entrenched (Tierney & Nelson, 2009). The fundamental neural
pathways for the development of self-regulation are more difficult to aquire after the age of
six. The foundation, therefore, must be laid in the early years (Shonkoff & Philips, 2009).

Factors Affecting School Readiness

uu School readiness consists of three areas:
−− The child’s readiness for school
−− The school’s readiness for children
−− The family and community’s ability to support healthy child
development (High, 2008).
−− Professionals can play a role in enhancing the readiness within all
three areas.
Two primary factors have been noted to promote the individual child’s school readiness
uu Participation in quality early childhood education and care programs is
an important factor that promotes school readiness (Boethel, 2004; Zigler &
Importance of Play

Section 4 School Readiness Through Play

Styfco, 2003) and has been linked to the following improvements:

−− Language development, early literacy, and numeracy skills
(Barnett, Lamy, & Jung, 2005; Berlinski, Galiani, & Gertler, 2006;
Magnuson et al., 2004; Shonkoff & Phillips, 2000)
−− Self-esteem, behaviour skills and attention skills (Barnett, 1995,
2004; Berlinski, Galiani, & Gertler, 2006; McCall, Larsen, &
Ingram, 2003)
−− High quality early childhood programming has also proven to be
particularly effective for children from high-risk, low-income
families (Barnett, 2008; Magnuson et al., 2004; Ramey & Ramey,
2004; Shonkoff & Phillips, 2000). High quality programs encourage
age-appropriate, play-based learning.
uu The direct involvement of caregivers in their child’s early learning and de-
velopment also enhances school readiness. Research has demonstrated that
active involvement of caregivers in the child’s preschool program improves
her success in school (Jordan & Rodriguez 2004). Children from low-income
families, not surprisingly, benefit significantly from programs with caregiver
engagement (Shonkoff & Phillips, 2000).
Unfortunately, not all children arrive at school with the same types of positive early
experiences. There are a number of issues which contribute to a child’s lack of school
readiness and may need to be addressed. They include:
uu Issues related to preschool programs – insufficient number, cost, wait lists
uu Income-related factors including poverty, overcrowding in the home, lack of
parental education, or inability to provide school transition resources
uu Parenting factors including coping strategies, mental health issues, or lack of
understanding of the importance of school transition programs
uu Child factors including lack of social skills, physical activity or the impact of
media overuse (e.g., television, internet)
uu Insufficient access to safe spaces where children can play or insufficient play
structures or equipment
uu Lack of awareness or resources to support children’s play
uu Lack of consensus of the school readiness definition across disciplines (e.g.,
health, education, social services)
uu Lack of support services, such as literacy programs for newcomers
uu (Active Healthy Kids Canada, 2009; National Collaborating Centre for Deter-
minants of Health, 2008).
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Section 4 School Readiness Through Play

All areas of a child’s development need to be nurtured though learning-based play, in

order to enhance school readiness. Considering that school readiness indicators are
all interconnected, support in one area can positively influence other domains. For
some additional ideas of ways to enhance healthy child outcomes, click on the Ways to
Support School Readiness through Play link in this section, and the section Supporting All
Children. Health and physical development, social and emotional development, language
development, cognition and approaches to learning should be considered when promoting a
child’s school readiness (High, 2009).
uu When a child is engaged in play with caregivers and other adults in a warm
and responsive relationship, she will develop qualities that will help her suc-
ceed in school:
−− Strong oral communications skills
−− Confidence
−− The ability to make friends
−− Persistent, creative problem-solving
−− Task completion
−− Curiosity
−− Eagerness to learn.
uu In homes and early learning programs, where security forms the foundation
for exploration and learning, each child learns a number of things that in-
creases her readiness to learn:
−− Increased awareness of and modification of emotions
−− Ability to focus and shift attention
−− Ability to control impulses, tolerate frustration, delay gratification
−− Ability to relate to others.
All children are unique with strengths that provide a foundation for facing the challenges
that emerge as they grow and develop. The skills and experiences listed here will vary
because of individual differences, diverse early learning experiences and the context in
which the skills emerge. The lists below can be seen as a background for school entry but
not an inventory that fits all children the same way.

To assess each child’s unique development when preparing to enter JK or SK, view section 3
Preschoolers (2½-6 Years).

Health and Physical Development

Importance of Play

Section 4 School Readiness Through Play

As one aspect of school readiness, the area of health and physical development covers a
wide range of important indicators. First and foremost, a child’s basic needs must be met,
including the provision of healthy food and adequate sleep. Children are unable to maximize
the learning experiences within an educational setting if they are constantly hungry or tired.
A child’s fine and gross motor skill development also affect school readiness. For example, if
a child is unable to hold a pencil properly, later writing skills are impacted.

Health and physical Where to Developmental skills and healthy habits that will
domain find more enhance the child’s readiness to learn
information
Healthy and adequate Section 3 ww Eat according to Eating Healthy with Canada’s Food
nutrition Guide.
ww Have breakfast before school.
Adequate sleep Section 3 ww Have a regular bed time and getting up routine.
ww Have a nap or quiet time with books or quiet toys
during the day.
Physical activity and Section 3 ww Be physically active for at least 60 minutes throughout
active play the day.
ww Engage in active play both indoor and outdoors.
ww Watch less than 2 hours of TV or computer screens
per day. For ideas and strategies see: www.
[Link]
Hearing Section 3 ww Have passed hearing screening shortly after birth.
ww Have a hearing check if there have been any concerns,
such as frequent ear infections, prematurity, antibiotic
use or language difficulties.
ww Enjoy and use music, rhymes and repetition.
Vision Section 3 ww Complete a vision screen by the age of one or as soon
as concerns are noted.
ww Visual deficits that are not corrected early can
compromise a child’s learning and may not be noted
easily.
ww Enjoy exploring a variety of art forms, colours and
other visual experiences.
Dental health Section 3 ww Brush and floss teeth daily under the supervision of an
adult.
ww Visit a dentist regularly.
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Section 4 School Readiness Through Play

Health and physical Where to Developmental skills and healthy habits that will
domain find more enhance the child’s readiness to learn
information
Physical health Section 3 ww Have all her pre school immunizations.
ww Have a complete physical examination by the child’s
primary health care provider prior to starting school.
Mental health Section 2 ww Spend time in a nurturing environment without undue
stress.
Section 5
ww Have developed secure attachments with adult
caregivers.
ww Have access to factors that promote resilience.
Motor skills Section 3 ww Have reached the age-appropriate gross and fine motor
skills.
ww Have the opportunity to use both gross and fine motor
skills in a variety of play situations.

Self-Care Skills are also important for school readiness as the child takes a large step
towards future independence.

Self-care and Where to Developmental skills and healthy habits that will
safety skills find more enhance the child’s readiness to learn
information
Dressing Section 3 ww Dress and undress self without help depending on age.
ww Be able to do most buttons and zippers.
ww Put on shoes, may not be able to tie laces.
ww Have the opportunity to practice dressing with a variety
of dress up clothes.
Feeding Section 3 ww Be able to open lunch and snack containers.
ww Feed himself, finish most meals.
Toileting Section 3 ww Be able to tell an adult when she needs to go to the
washroom.
ww Go to the washroom independently.
ww Wash and rinse hands safely and independently.
Help-seeking Section 3 ww Ask for help.
ww Tell an adult if she is upset or sick.
Safety Section 3 ww Know her first and last name.

Section 5 ww Know her address and telephone number (more likely

for 5-year olds).
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Section 4 School Readiness Through Play

Self-care and Where to Developmental skills and healthy habits that will
safety skills find more enhance the child’s readiness to learn
information
General safety Section 3 ww Know how to follow instructions and routines.

Section 5 ww Pay attention to instructions.

Safe play Section 5 ww Use appropriate safety precautions during play (e.g.,
wear a helmet when riding a bicycle, use rounded
scissors when cutting).
Getting to and from Section 5 ww Know the safety rules of riding a school bus.
school safely - by bus ww Complete a practice ride if possible.
Getting to and from Section 5 ww Walk with an adult or older sibling.
school safely - walking ww Know not to talk to strangers, not to get into a
stranger’s car and where to go for help if someone
approaches her.
ww Complete a practice walk.
Getting to and from Section 5 ww Walk from car to school or school to car observing
school safely - by safety rules and precautions.
car ww Cross the road with an adult or older sibling.

uu Click here to view the resource, Early learning for every child today: A
framework for Ontario early childhood settings (Best Start Expert Panel on
Early Learning, 2006).
uu Click here to view The Kindergarten Program - Revised (Ministry of Education,
2006).
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Section 4 School Readiness Through Play

Social/Emotional Development
When children are socially competent and emotionally healthy, they function well within
the social parameters of a classroom setting. They interact easily with others, share
materials, express their feelings, work well in group settings, and develop positive
relationships with peers and adults. A positive sense of well-being will contribute greatly to
a child’s school readiness (National School Readiness Indicators Initiative, 2005). Social and
emotional development is fostered in reciprocal and cooperative play (e.g., turn taking,
sharing, dramatic play, games with rules).

Social Domain Where to Developmental skills and healthy habits that will
find more enhance the child’s readiness to learn
information
Playing with other Section 3 ww Take turns and share.
children ww Play along side and cooperatively with other children.
Conflict resolution Section 3 ww Express feelings, wants and needs.
and problem solving ww Use self-regulation strategies to deal with highly
emotional situations.
ww Begin to identify consequences.
Helping skills Section 3 ww Follow a routine (e.g., set out placemats for snack
time, put on gym shoes and line up for gym)
ww Use some pro-social behaviour.
Empathy Section 3 ww Begin to see things from another’s point of view.
ww Be able to describe what another person might be
feeling.
Interacting with Section 3 ww Be able to pay attention.
adults ww Make eye contact while talking.
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Section 4 School Readiness Through Play

Emotional Domain Where to Developmental skills and healthy habits that will
find more enhance the child’s readiness to learn
information
Emotional skills can be enhanced through social play, reading and discussion of stories. Active play
and physical activity also increase self-esteem, self-confidence and self-concept.
Self-concept Section 3 ww Have responsibilities for some personal, family and
group routines (e.g., feeding a pet, setting the table).
ww Use some positive social comparisons and personality
traits to define himself (e.g., “I am strong; I can climb
better than my sister”).
Self-awareness Section 3 ww Begin to understand that she is separate from others
and that others live and think differently.
Self-esteem Section 3 ww Understand that she has some areas of strength.
ww Complete tasks and show pride in her accomplishments.
Self-expression Section 3 ww Have an expanding vocabulary to express her emotions.
ww Begin to understand that she can feel mixed emotions
at times.
Self-regulation Section 1 ww Use self-talk and other strategies to regulate her
emotions.
Section 3
ww Respond to inductive justice (making a child aware
of the feelings or harm she has caused by her
misbehaviour) by displaying pro-social behaviour.
Positive attitude Section 4 ww Click here for: Approaches to Learning
towards learning

uu Click here to view the resource, Early learning for every child today: A
framework for Ontario early childhood settings (Best Start Expert Panel on
Early Learning, 2006).
uu Click here to view The Kindergarten Program - Revised (Ontario Ministry of
Education, 2006).
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Section 4 School Readiness Through Play

Language and Early Literacy

The development of language and literacy skills begins at birth, and is influenced by a wide
range of factors, including the vocabulary used at home, early reading and opportunities to
play.

Oral language is the foundation for later literacy skills. A rich vocabulary and well-
developed expressive language skills are essential for literacy development. Any delays in
the development of a child’s language skills need to be addressed quickly by caregivers and
professionals.

The age at which children learn to read varies greatly. Some children begin to read at age
four, while others don’t develop reading skills until age six or later. Children pass through
several stages of reading, writing and spelling development, as they move along the
continuum of literacy development. For more information on these stages see:
uu The Hanen Centre at [Link] for information and programs to sup-
port oral language delays
uu Speech and language milestones, as well as talking tips are provided at www.
[Link]
Language and early literacy consist of four areas: attention, receptive language, pre-speech
and expressive language and pre-literacy skills. These are closely interrelated with hearing,
social, emotional and physical development. For more information on all language and early
literacy milestones click on Supporting Preschooler’s Development by Age.

Reading/Writing Continuum
In May 1998, the National Association for the Education of Young Children (NAEYC) and the
International Reading Association (IRA) came out with a joint position statement on reading
and writing expectations for young children. The continuum spans from preschool to the
third grade. The first two phases are listed here (NAEYC, 1998, p. 15):
Importance of Play

Section 4 School Readiness Through Play

Phase 1: Awareness and exploration Phase 2: Experimental reading and writing

(goals for preschool) (goals for kindergarten)

ww By entry into Junior Kindergarten children ww By entry into Grade One children should
should have achieved the following skills. have achieved the following skills.

Children explore their environment and build Children develop basic concepts of print and
the foundations for learning to read and write. begin to engage in and experiment with reading
and writing.
Preschoolers can:
ww enjoy listening to and discussing storybooks Kindergartners can:
ww understand that print carries a message ww enjoy being read to and themselves retell
simple narrative stories or informational
ww engage in reading and writing attempts texts
ww identify labels and signs in their ww use descriptive language to explain and
environment explore
ww participate in rhyming games ww recognize letters and letter-sound matches
ww identify some letters and make some letter- ww show familiarity with rhyming and beginning
sound matches sounds
ww use known letters or approximations of ww understand left-to-right and top-to-bottom
letters to represent written language orientation and familiar concepts of print
ww match some spoken words with written ones
ww begin to write letters of the alphabet and
some high-frequency words

uu Click here to view the Language/Early Literacy Development domain in

section 3
uu Click here to view the resource, Early learning for every child today: A
framework for Ontario early childhood settings (Best Start Expert Panel on
Early Learning, 2006).
uu Click here to view The Kindergarten Program - Revised (Ontario Ministry of
Education, 2006).
uu Click on the following link to download Foundations for Literacy: An
Evidence-based Toolkit for the Effective Reading and Writing Teacher: http://
[Link]/[Link]/Main_Page
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Section 4 School Readiness Through Play

Cognition and General Knowledge

As children are exposed to new experiences and learning opportunities, their understanding
of their world expands. A rich and stimulating environment will enhance a child’s learning
and interest in further inquiry. Cognitive development encompasses many aspects, such
as “language and literacy, mathematical knowledge, scientific thinking, the arts, music
and other vehicles for knowledge acquisition, creative expression, reasoning and problem
solving” (National School Readiness Indicators Initiative, 2005, p. 68).

Cognitive Domain Where to Developmental skills and healthy habits that will
find more enhance the child’s readiness to learn
information
Cognitive skills Section 3 Have reached the age-appropriate, cognitive
ww general developmental milestones.
Emerging skills should include:
ww Questioning
ww Critical thinking
ww Problem solving
ww Spatial abilities
ww Observation
ww Categorization
ww Communicating findings
Numeracy skills Section 3 Have acquired the age-appropriate numeracy skills.
Attention Section 3 Be able to focus on a task or situation for more than a few
minutes.
Be able to shift attention to a new situation.
Return attention to task or situation easily following a
brief distraction.
Memory and recall Section 3 Increasingly use descriptive words to tell about past
skills events or experiences.
Use memory of past experiences to construct or plan for
new and future experiences.
Working memory Section 1 Increasingly use working memory to keep in mind
information while adapting to changes in play or real life
situations.
Use working memory to solve some problems and simple
science experiments.
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Section 4 School Readiness Through Play

Approaches to Learning
uu Caregivers can help the child develop approaches to learning and skills that
will help her be successful at school. Children need:
−− Routines
−− A quiet place for reading and homework,
−− Books and literacy aids such as paper, crayons, pencils to
encourage preliteracy
−− Space and props to stimulate play
−− Reciprocal play with nurturing adults.
uu The following skills should be encouraged when observed in play as they will
be transferred to academic tasks later:
−− Curiosity
−− Engagement
−− Enthusiasm
−− Attention
−− Persistence
−− Problem solving
−− Task completion
−− Reliability
−− Organization and planning
−− Time management
−− Risk-taking while using safety precautions (e.g., practicing
swimming without floating device while adult is at arm’s length)
−− Self-direction and initiative
−− Ability to work independently
−− Collaboration with others.
−− (National Education Goals Panel, 1998)

uu Click here to view the Cognitive Development domain in section 3

uu Click here to view the resource, Early learning for every child today: A
framework for Ontario early childhood settings (Best Start Expert Panel on
Early Learning, 2006).
uu Click here to view The Kindergarten Program - Revised (Ontario Ministry of
Education, 2006).
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Section 4 School Readiness Through Play

Ways to Support School Readiness through Play

School readiness is comprised of many different and interconnected factors. We can support
children’s school readiness by encouraging children to explore the world around them
through play. We can also support the development of public policies that ensure schools
are ready for children, and communities support healthy child development. The goals of
healthy public policies should be:
uu All children have access to high quality early learning and care environments
with highly qualified professionals
uu All families have access to a wide range of social supports within their
community, such as dental and medical care, child and family programs,
and more. The need is especially acute for families who live in poverty or
families who are unfamiliar with the resources that may be available to them
uu Professionals working with children from zero to six continue to seek out free
or subsidized programs, resources or services to support children and families
in need
uu Schools are part of the community hub that supports healthy child
development and each child’s transition to school
uu Schools are ready for all children and continue to support healthy child
development of the whole child.
Here are some strategies how professionals can support and promote school readiness:
uu Build a strong rapport with caregivers
uu Encourage positive adult-child interactions and relationships
uu Promote the creation of a nurturing, rich, and stimulating early learning
environment for children and families
uu Plan activities to involve caregivers regularly in their child’s learning and
development
uu Lend toys, books, and videos to families; work to establish toy-lending
libraries in your community
uu Continue to provide outreach to families in your community, especially to
those who may be harder to reach; support and refer to family home visiting
programs such as Healthy Babies Healthy Children
uu Encourage caregivers to read to their children on a daily basis; encourage
caregivers to listen to children read to them on a daily basis (even if it is
“pretend” reading)
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Section 4 School Readiness Through Play

uu Encourage caregivers to set up a centre in their home with materials that

promote school readiness through various types of play
uu Encourage participation in and provide information about:
−− high quality early learning and care programs
−− parenting programs
−− public library programs
−− parent support networks and programs
−− family literacy programs
−− prenatal care programs
−− informal and formal networks and playgroups
uu Continue to support adult and family literacy, as well as English-language
learning for newcomers to Canada (e.g., LINC programs – Language
Instruction for Newcomers to Canada)
uu Sign up for the Welcome to Kindergarten program (www.
[Link] under the Programs tab), which provides a literacy
resources bag and workshop for caregivers to help support readiness for
school
uu Create partnerships with schools, early years and early learning centres,
community and health care agencies and neighbourhood centres to help
provide supports for and resources about:
−− prenatal care
−− mental health care
−− nutrition and food banks
−− vision, dental, and medical care
−− health and immunizations
−− emotional/behavioural concerns
−− shelters
−− subsidized housing
−− early intervention
−− employment or job retraining

uu Plan or participate in family resource fairs

uu Promote programs that provide universal screening such as hearing and vision
screening programs
uu Ensure that resources provided to families are culturally sensitive and when
possible, translate the resources or provide translation services for families
uu Help families to make referrals for additional services, if help is needed with
the process
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Section 4 School Readiness Through Play

uu Promote the availability of workshops and training programs in your

community for caregivers and service providers
uu Ensure a constant flow of communication with caregivers through the use
of discussions, newsletters, brochures, email, or other ways to keep them
informed
uu In the absence of funds, seek out donations or sponsorship to help fund some
of your community initiatives (e.g., breakfast programs)
uu Encourage play at home and in early learning and care settings in your
community
uu Ensure your community provides safe spaces and opportunities for play
(Florida Head Start State Collaboration Office, 2002; Maryland State
Department of Education, 2002; Office of Educational Research and
Improvement, 2002).
Professionals can encourage families to promote healthy child development that supports
readiness to learn in all children from birth on by using not the three “Rs” of “reading
writing and ‘rythmetic” but the five “Rs” of early playful learning.
uu Reading together
uu Rhyming, playing, singing and physical closeness
uu Routines and regular times for eating, playing and sleeping
uu Rewarding children with praise for any success
uu Reciprocal, nurturing relationships.
uu (High, 2008).