School Readiness in Honduras

12/08/2003

"All of us collect fortunes when we are children–a fortune of colors, of light and darkness, of movements, of tensions. Some of us have the fantastic chance to go back to their fortune when we grow up. Most of us don't have the chance-that is the tragedy." - Ingmar Bergman

SCHOOL READINESS IN HONDURAS

Beginnings Workshop in the November 2003 issue of Child Care Information Exchange focused on "Transitions." In his article "Expectations about the Transition," Gilberto Mendez from the Christian Children's Fund offered these insights on school readiness:

"Obviously, it is important to reduce readiness gaps both on the part of children (what they bring in) and school (the reception environment). Schools are also expected to provide a more flexible and supportive child-friendly setting, and to have staff committed to the success of every entering child. Schools and families, preschool and first grade teachers, and in fact, the the communities where children live need to be more in tune to facilitate the difficult transition that children face. Fragmentation of vision and mission among the major actors that support young children does not help.

"Research conducted in Honduras by Christian Children's Fund under the auspices of Bernard van Leer Foundation has shown that despite substantial support experienced by children participating in community-based preschools, some still fail first grade, subsequent grades, and even drop out of school. A study aimed at finding ways to strengthen collaboration among key actors found that first to third grade teachers tend to focus on children's acquisition of intellectual skills, basic subject competency, and social skills. On the other hand, preschool teachers (drawn mainly from the local communities) tend to focus on children's self-esteem and self-confidence, resilience, discipline and responsibility, and creativity. In turn, parents focus more on children being able to behave well in school, interact with other children and teachers without fear (social readiness), and to learn the basics (reading, writing, mathematics). Preschool facilitators and parents seem to be more interested in children's psychological development, whereas teachers focus more on cognitive development."

To purchase the November 2003 issue of Exchange, click here http://mail.ccie.com/go/eed/0063

or the Beginnings Workshop on "Transitions," go to: http://mail.ccie.com/go/eed/0062

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