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| Author |
Message |
| 14 new of 63 responses total. |
mir
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response 50 of 63:
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Oct 24 03:11 UTC 1999 |
This time I'm translating a preschool screening announcement into
Polish. Probably (hopefully) there are some parents out there for whom
my question about one term will be easy to answer. The screening
evaluates: "readiness, communication (speech and language), gross and
fine motor coordination and social development".
I'm wondering about "readiness". I have a feeling they don't simply
mean "preparedness", but something more specific. (Since there would
be no point listing "preparedness" at the beginning of a list of the
components of preparedness?)
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gracel
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response 51 of 63:
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Oct 24 20:41 UTC 1999 |
I would have assumed that they meant "reading readiness", if this were
kindergarten or first grade instead of preschool. If that *is* what they
mean, then "being prepared to start reading" would be an equivalent.
My husband suggests that they might mean "readiness for preschool" which
would be more a matter of psychosocial development. Maybe they do just
mean "preparedness" as evaluated in the specific areas of communication
& coordination & socialization.
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mir
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response 52 of 63:
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Oct 25 00:42 UTC 1999 |
Thenk you for comments.
Apologies, I didn't make myself clear enough. It's a screenig for
children about to go to kindergarten. Could your "reading readiness"
be evaluated at this stage?
Maybe they just mean "readiness for kindergarten", although then it's
weird they should make it an item in this list of elements of readiness
for kindergarten.
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kami
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response 53 of 63:
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Oct 25 03:49 UTC 1999 |
It might refer to readin readiness, but my sense is that that's covered more
under speech and language. Readiness might mean more about the child's
ability to follow directions, sit quietly for a story, handle conflict with
guidance, be part of a group, as well as table manners and bathroom habits
(asking to go, using the toilet, etc.), dressing themselves for the outdoors,
etc. Social development would be about sharing, handling conflict, playing
with others rather than engaging in "parallel play" or only playing alone,
using words to express emotions, beginning to show some empathy or compassion,
making friends, stuff like that.
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mir
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response 54 of 63:
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Oct 25 14:24 UTC 1999 |
Thank you, I can see now there are elements of readiness for
kindergarten other than communication, motor coordination, and social
development.
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keesan
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response 55 of 63:
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Oct 26 00:19 UTC 1999 |
Could readiness be a euphemism for maturity?
Mirek offered to take over a Polish to English translation that someone bid
on in last year's auction when I offered my services. His Polish is lots
better than mine, and he would like to do something for grex.
Do any grexers have questions they would like answered about Poland?
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gracel
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response 56 of 63:
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Oct 26 16:42 UTC 1999 |
"Readiness" and "maturity" overlap, but "readiness" is a very useful idea.
I have heard a mother talk about her son who suddenly (finally!) slipped
into "this is reading!" mode in third grade, and became a good voracious
reader; our firstborn son made the same transition in two stages, one before
kindergarten and the other partway through the kindergarten year. And
our son was not more mature than his classmates in most ways, just more
ready to read.
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orinoco
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response 57 of 63:
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Nov 19 14:48 UTC 1999 |
While I was in middle school, I volunteered to help out with one of the
kindergarten classes. They were doing pretty standard "this is a letter, this
is how it sounds" stuff, and there were one or two kids who were getting it
just fine and beginning to learn to read, but there were also a surprising
number who were just hovering right below that level -- spending a good amount
of time _ready_ to read but not reading yet. I hadn't realized it worked like
that.
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davel
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response 58 of 63:
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Nov 21 00:45 UTC 1999 |
There are a number of readiness points like that. When Jonathan was
around 5, he knew the letter names & what the letters sounded like - but
he just could not put 3 letter-sounds together. (Sometimes he could,
with 2 letters, but it was clearly difficult.) We backed off rather
than push him. A while later, visiting his grandfather, I discovered a
set of the McGuffey readers. I sat down to look at the first one, very
basic primer; Jonathan came & looked over my shoulder & started reading
it to me. I looked at him and said "Did Mommy go over this with you?",
and he said, "No, I'm just reading it."
But only a couple of months before, he just *couldn't*. He had all the
pieces, but couldn't put them together; then suddenly, somewhere in that
time, with no working on it at all, he reached some readiness point &
could just do it.
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orinoco
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response 59 of 63:
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Nov 23 05:14 UTC 1999 |
See, I think that's really interesting. I guess it makes sense, since usually
that's how _I_ learn - I leave something alone for a while, and when I come
back to it I get it - but I'd never thought to attribute that style of
thinking to little kids, and I'd never noticed that I didn't until now....
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davel
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response 60 of 63:
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Nov 23 14:02 UTC 1999 |
In this case, I don't think it's a "style of thinking" like that. Both body
(brain) and thinking patterns are developing, becoming more complex &
powerful; and in many cases abilities just develop quite suddenly, when all
the component skills have been present for a while. You see it all the time
with kids, not only in intellectual abilities but in physical coordination.
Hopping & skipping are examples that come to mind; for many kids, you can try
to teach them to hop on one foot, or to skip, and accomplish nothing except
frustrating all concerned - and then one day they take off & do it all by
themselves. They start off imperfectly & gain skill with practice, of course,
but that's a very different *kind* of thing.
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orinoco
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response 61 of 63:
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Nov 23 16:09 UTC 1999 |
Okay, "style of thinking" was the wrong way to put it.....
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rcurl
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response 62 of 63:
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Nov 23 17:33 UTC 1999 |
Re #60: reminds me of when our daughter was trying to learn to whistle....
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keesan
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response 63 of 63:
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Nov 24 21:53 UTC 1999 |
The neurons are still growing and making new connections, meaning it is a
hardware problem (insufficient resources).
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