As families across Australia consider whether their child is ready to start school, experts from The University of Notre Dame Australia and Sydney Catholic Early Childhood Services (SCECS) are encouraging parents to look beyond reading, writing and counting when making the decision.
According to Dr Olivia Karaolis, Senior Lecturer in Special and Inclusive Education at The University of Notre Dame Australia, school readiness is about much more than academic achievement.
"Many parents worry about whether their child can recognise letters, write their name or hold a pencil before starting school," Dr Karaolis said.
"While these skills matter, a successful transition to school also depends on confidence, resilience, independence and the ability to build positive relationships.
"Starting school is as much a social experience as an academic one. When children feel safe, connected and valued, they are far more likely to engage in learning and flourish."
The comments come amid ongoing public discussions about student achievement and NAPLAN outcomes, which have increased attention on literacy and numeracy in the early years.
However, Dr Karaolis says school readiness is best understood as a holistic concept that includes children's social, emotional, physical and cognitive development.
"School readiness is not a checklist," she said.
"Every child develops differently, and families, educators and schools all have an important role to play in supporting a positive transition to school."
SCECS Early Childhood Centre Director and Educational Leader Ms Daisy Catarci said social and emotional development often has the greatest impact on how children settle into school and can help lay the foundation for lifelong learning and wellbeing.
"Families sometimes worry because their child isn't reading yet, but some of the most valuable preparation for school happens through play," Ms Catarci said.
"Through play, children learn to solve problems, navigate conflict, communicate effectively and build friendships. These social and emotional skills support learning not only when children start school, but throughout their lives."
Ms Catarci said children who experience the smoothest transition to school are not always those with the strongest academic skills.
"They're often the children who feel comfortable asking questions, forming friendships and embracing new experiences," she said.
"Helping children learn how to share, communicate, manage emotions and interact positively with others gives them a strong foundation for success at school and beyond."
Dr Karaolis said early childhood educators are an important resource for families when considering school readiness.
"I encourage parents and caregivers to talk with their child's teachers about the many ways early childhood education supports learning and development," she said.
"The goal is not simply to prepare children for school. It is to help children flourish as learners, individuals and active members of their communities."
About Dr Olivia Karaolis
Dr Olivia Karaolis is a Senior Lecturer in Special and Inclusive Education at the University of Notre Dame Australia. Her research explores children's participation, inclusion, communication and strengths-based approaches in early childhood education.
About Daisy Catarci
Director and Educational leader (ECT), St John's Preschool and Long Day Care Auburn. Daisy is an experienced early childhood teacher who is passionate about Inclusion support, continuity of care beyond early childhood years and collaborative partnerships with families and communities. Daisy's interests in child brain development and neuroscience has allowed her to develop a strong educational program and environment for children in her service to best support them in their journey through the early years and beyond.
