Starting school is an important step in a young child’s life and many parents worry that their child may not be ready to start school. So how can you tell if your child is ready? There are many factors to consider, but above all the two most important factors are: (1) What is the level of your child’s cognitive/ intellectual ability? (2) Is your child socially and emotionally ready for school? The two most common reasons for holding children back from school entry are when children are born close to the entry cutoff date, or when there is evidence of developmental delay. Each child is unique and there is no one rule for all. The specific advantages/disadvantages of holding your child back must be carefully considered for each child individually. Our assessment will help inform you as to whether your child has any evidence of cognitive, emotional or social delays which may affect them at school. If there are concerns, it is important that they are recognized as early as possible so that your child can undergo appropriate programs to accelerate lagging abilities.
Worried Your Child May Not be Ready to Start School?
What does a school readiness assessment involve?A school readiness assessment is conducted by a qualified psychologist to evaluate how your child compares intellectually, socially and emotionally to children the same age. It will evaluate your child’s strengths and weaknesses, and show areas of potential concern in your child’s development that may affect them at school. The evaluation involves the assessment of the following general cognitive skills:
- General intellectual functioning (IQ)
- Attention, concentration, impulsivity (including ADHD screening)
- Language: comprehension, expression & fluency
- Speed of information processing
- Visual perceptual skills
- Visual-motor integration
- Pre-literacy skills
- Phonological awareness
- Early number skills
- Basic concepts
- Oppositional behavior
- Social problems
- Emotional control
Who should have a school readiness assessment?
- Worried your child isn’t developmentally &/or