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Supporting school readiness: Practical tips from the early years
Fiona Alston
Jan 28, 2026
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As children transition from early childhood education into primary school, educators are urging families to focus less on academic milestones and more on social and emotional readiness.
The transition from early learning to primary school marks a significant milestone in a child’s development. For many families, this shift brings questions about how best to prepare for the new expectations of formal education.While some parents prioritise academic indicators such as counting or letter recognition, early childhood educators highlight the importance of fostering independence, emotional regulation and resilience.
Kylie Williams, an early childhood teacher at Goodstart Burleigh Waters in Queensland, has worked across both primary and early years settings. She says supporting children’s confidence and emotional security before school can lay the foundation for successful learning.
“They need to be able to play, build resilience and have the emotional skills to cope with the independence needed at school,” Ms Williams explains.
To support this development, Ms Williams and her team implement Goodstart’s Three to Five Outcomes Framework, introduced in 2025. The framework complements the national Early Years Learning Framework (EYLF) and enables educators to tailor learning to each child’s developmental needs across a continuum.
Rather than focusing solely on academic skills, the framework supports educators to:
- identify a child’s strengths and growth areas in social, emotional and cognitive domains
- scaffold learning experiences that promote self-help, problem-solving and self-regulation
- build confidence through purposeful, play-based learning
A key strategy in supporting school readiness is recognising play schemas, repeated patterns of behaviour that reflect how children explore and understand the world. Educators use these observations to engage children in deeper, more meaningful learning.
Common schemas include:
- Transporting – moving objects from one place to another
- Enveloping – wrapping or covering items
- Rotation – interest in things that spin or turn
- Trajectory – exploring how things move through space
“When children are engaged in a schema, they are building neural pathways needed for complex thinking,” Ms Williams says. “If they’re interested in something, they’ll learn more because they’re intrinsically motivated.
As the new school commences, families can support their child’s readiness through daily routines that build autonomy and emotional awareness. Practical tips include:
- practising lunchbox skills – opening and closing containers independently
- encouraging help-seeking behaviours – asking for assistance when needed
- establishing familiarity – reading stories about school routines
- naming emotions – validating nervousness and modelling coping strategies
Most importantly, Ms Williams encourages parents to step back and allow space for independence.
“When we let children lead their play and follow their interests, they build confidence. We’re their safety net, but they’ll often surprise us with what they can do on their own.”
True school readiness, Ms Williams says, is about more than writing a name or reciting the alphabet, it’s about entering the classroom feeling calm, confident and capable.
To explore more expert insights and practical advice, read the full article on the Goodstart website: Teacher’s tips for getting your child ready for starting school.
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