IMPORTANCE OF READINESS
• Every Age Of A Learner Has Its Won
Capacities And Potentialities
• Development and skills to be attained have
to be rooted in and correlated with the
developmental stage of every child.
The most important
consideration when a child is
readied for learning is what the
child already knows ( PRIOR
KNOWLEDGE).
• Readiness is a state of receptiveness
and the ability to receive.
• A teacher cannot make the child learn
unless he/ she is ready to learn.
• The Teacher is expected to make the
child receptive to learning in general
and then make her/ him ready to learn
specific items in particular.
IMPORTANT FACTS ABOUT CHILDREN AGED
3-6 YEARS
•
Children aged 3-6 years cannot sit still
for long time.
•
They tend to learn through concrete
objects and first hand experiences
since the ability for abstract thinking
and reasoning has not yet developed
•
They are curious and eager to learn.
•
They are spontaneous and demonstrative in
their emotional readiness towards others
•
They respond readily to Music,
and Rhythm
Rhyme
WHAT SHOULD BE DONE ?
GENERAL READINESS• Have adequate social, independence, communication,
skills
• Familiarisation with the school environment
fine motor, cognitive
• Ability to see and hear distinctly. Children
having difficulty in these faculties need to be identified
and attended to
• Physical fitness of children
is another area of
readiness to learn. Sick, undernourished children cannot
learn to the extent required.
• Socio-emotional well-being
needs to be
attended to. Children under stress, anxiety and with
different linguistic background are not ready for learning
WHAT SHOULD BE DONE ?
SPECIFIC READINESS- READINESS TO LEARN
• A proper development of ‘Readiness
Programme’ should be designed for
the preparation of formal reading, writing
and mathematics- ie structured
programmes for
• •
Reading Readiness,
• • Writing Readiness
• • Number readiness
DIRECTIONALITY
( A HABIT TO ATTEND TO
ANY TASK IN THE
DIRECTION OF LEFT TO
RIGHT
VISUAL
DISCRIMINATION
READING
READINESS
VISUAL-AUDITORY
DISCRIMINATION
AUDITORY
DISCRIMINATION
CREATING A NEED TO
EXPRESS THROUGH
WRITING
DEVELOPING
SKILLS
DEVELOPING INTEREST AND
SEEING RELEVANCE OF THE SKILL
OF WRITING IN DAILY LIFE
SITUATION
WRITING
READINESS
Developing
Conceptual
Readiness
Developing
Curiosity,
Interest and
Strengthening of
Cognitive Skills in
Mathematics as a
Part of Daily Living in
the Classroom
NUMBER
READINESS
CLICK TO OPEN THE WORD FILE
SAMPLE CHECKLISTS ARE ENCLOSED. KVs
CAN GENERATE THEIR OWN ON SIMILAR
LINES DEPENDING ON THE INPUTS GIVEN
THE TEACHER CAN DEVISE THEIR METHOD OF ASSESSING USING THE
CHECKLIST. THE FINDINGS CAN BE ENTERED IN THE ANECDOTAL
RECORD OF THE CHILD
CHECKLIST FOR
LANGUAGES
CHECKLIST FOR NUMBER
WORK
Groups 1,2,3,4,5,6- Show a game/ an
activity for developing directionalityleft to right reading, any pre-concepts
in maths, in children
Groups -7,8,9,10 Evaluate the SRP
Assessment checklist given and
suggest edited checklist