Early Childhood

Issue

Children who may have difficult temperaments who are raised in a family facing a host of risk factors who in turn are living in a community with its own set of risk factors are more likely to have difficulties making a successful transition to school.  It is more likely that these children will have increased difficulties developing positive relationships with others, be rejected by peers, become isolated and spectators of common socializing experiences with others.

Goals

Promote school readiness and enable children to make a positive transition to school and help children develop the social competence that leads to positive interactions with peers and adults, pro-social behaviour, experiences and opportunities. 

Provide information to families, schools, organizations and community groups on the services and resources available that promote school readiness. 


Key Strategies

Identify and share screening and assessment tools for identifying children in need of attention and intervention. 

Identify and share information about programs that exist in the community that can help intervene and prepare children for a positive transition to school.

Identify and share practice strategies for building supportive relationships and opportunities with and around children related to school readiness.

Identify and share policy and resource requirements needed to support these programs and practices.