The Empowered Parent with Dana Baltutis
Welcome to the Empowered Parent Podcast! This is your space to grow your confidence and skills in communicating, interacting, and understanding your children—so you can become the empowered parent you are destined to be.
In each episode, I speak with inspiring parents, therapists, and community leaders who truly understand the joys and challenges of parenting. Together, we explore a treasure trove of information and practical ideas for you to try at home.
We cover topics like:
- Celebrating neurodivergence
- School readiness
- The power of play
- Managing behaviors with compassion
- Discovering your and your child’s unique profiles
- Stories of parents finding strength and purpose through their parenting journey
This podcast is for all parents. It’s a place to build community and a sense of belonging—a space where you can ask questions, connect with others, and learn from experts who work with children every day.
Our goal is to empower you to:
- Learn more about yourself as a parent
- Take time for your own growth and well-being
- Discover new tools and resources to raise happy, confident kids
- Nurture your self-confidence in parenting
Let’s work together to make the world a better, more understanding, and compassionate place for everyone—young and old!
Don’t forget to like and subscribe on your favorite podcast app. I’d love to hear your topic suggestions and guest speaker ideas. Reach out via danabaltutis.com or join my Facebook community: My Therapy House And Friends Empowered Parent Group https://www.facebook.com/groups/583062577433444
Let’s connect, grow, and thrive together!
The Empowered Parent with Dana Baltutis
Episode 54: Kerry Herbert (Early Childhood Educator) - Ensuring a Smooth School Transition for Children Through Practical Strategies and Family Support
What are the secrets to ensuring a smooth transition back to school for your child? Join us as we unlock the expert insights of Kerry Herbert, a seasoned early childhood educator, who guides us through the essential steps parents can take to support their little ones as they return from holiday breaks. From creating visual routines with photos to practicing daily sequences, we explore the practical strategies that can create a comforting and exciting start for children. Kerry also shares her wisdom on the importance of "kindy clothes" and checking weather and UV ratings to boost confidence on those first days back.
Our conversation takes a deeper look into preparing not just children but entire families for school success. We discuss the power of familiarization through school environment booklets and how practice days can promote independence in children. As parents, maintaining composure is key, and we address the emotional journey adults experience during this milestone. Kerry and I offer encouragement for parents to plan enjoyable activities for themselves, recognizing this transition as a significant life stage. We also delve into how parents' own school experiences can shape their reactions and the role of empathetic teachers in supporting families during this time.
For families with children facing sensory and developmental challenges, adapting educational and therapeutic environments is crucial. Together with Kerry, we explore how to create spaces that meet these unique needs, highlighting techniques such as using fidget tools and incorporating favorite objects into learning activities. By embracing a child's developmental stage and interests, educators and therapists can craft engaging experiences that foster participation and social interaction. Tune in to gain valuable insights and support as we navigate this special phase in a child's education journey.
danabaltutis.com, mytherapyhouse.com.au, https://mytherapyhouse.com.au/your-childs-therapy-journey/ https://www.danabaltutis.com/services
Welcome Kerry Herbert, our amazing, extraordinary early childhood educator at my Therapy House.
Speaker 1:Welcome to the Empowered Parent Podcast and I'm so happy to have you on the show today because last year a lot of people listened to your podcast and this podcast is about supporting parents to support their children in going back to school. People are going to be going back to school depending on when you are listening to this podcast either this week or next week, and we just wanted to support you in helping your kids transition and have great days in their first days of kindy and school. So, kerry, you're an early childhood teacher and you've got years and years and years of experience in the kindy room. You have worked in various kindies and still continue to do so as a substitute teacher. In your busy life, you're also working at my therapy house and we are so lucky and privileged to have you and you've developed a development through play program and you know how to support children holistically so in their regulation, regulation, play, ideas, communication and social experiences. Thank you so much for being here today thank you very much, dana.
Speaker 2:It's lovely to be talking again and I'm so glad that people were finding it helpful last time. Oh, they were they were so kerry.
Speaker 1:First question that I'm sure a lot of parents are thinking about at this time of year how can parents get their children ready for school or kindy now that the holidays are coming to an end?
Speaker 2:Yes, and when routines have all been varied and having to get back to that routine. Hopefully this is joining on to transition that they would have had at the end of the year. So this is adding on and following on from there. It might have been visits, there might have been a booklet with photos that they could have been looking at during the holidays. Certainly, hopefully, during the holidays they've been talking a lot about this is what's happening and this is what's going with a very comfortable and helping to the children to feel safe about what's happening. It will be exciting, but also just just comfortable and a safe feeling that, yep, this is what's the next step. We're going into school or kindy, and they've already been hopefully talking about that. But I was thinking some ideas, so certainly talking about what all the family members will be doing when it's time to go to kindy or school.
Speaker 1:So what does that mean? Like mum will be at work or mum will be at home, mum will be busy washing dishes or something like that.
Speaker 2:Yeah, like that Dad's doing this, brother's doing this, sister's doing that and you're doing this. So it's sort of everybody is finding out Busy, everyone's busy Knowing what you're doing this. So it's sort of everybody is finding busy, busy, knowing what they're doing um, and what's going to happen in the in steps, what the sequence will be, and any pictures and photos that can be part of those chats and discussions and will be wonderful to help so you mean like having a photo of mum washing the dishes?
Speaker 1:Is that what you mean?
Speaker 2:Those sorts of things and also then the steps of the morning routine. So when it's school kindy day, we'll be getting up, we'll be washing or brushing teeth, putting shoes on all of those steps.
Speaker 2:So I'd say have a practice run at least one um where you go through as though it is the school kindy day. Yeah, and taking photos. This is um child putting on shoes. You're putting on your shoes and all the photos along the way of the steps that will be happening on that first day and this is like a practice um and practice, and even preparing for the practice day and making that sort of a little bit exciting too, putting it on the calendar. Oh, tomorrow's our practice kindy school day.
Speaker 1:Oh, I love that.
Speaker 2:Yeah, and taking lots of photos so that a little booklet can be made to practice and go over that again.
Speaker 1:And oh, here I am, and then they can share that with the other members of the family and friends, and would it be a good idea to have like kindy clothes, you know, like their special kindy clothes, like it could be like a T-shirt and shorts or a little skirt and T-shirt, because that way, kids may have a uniform, but they may not.
Speaker 2:But then if they have special kindy clothes, yeah, then that would be like, oh, I've got to put my kindy clothes on because I'm going yes to kindy if they can yeah, and certainly clothes that are allowed to get messy uh-huh, paint, glue, mud, sand doesn't matter if they're comfortable, kindy clothes that are allowed to be messy so children aren't arriving thinking, oh, I can't touch this, I can't touch that, I can't do this worrying about their clothes hopefully not that they are kidney clothes that can get messy.
Speaker 2:Yep, that would be really good. And so with the practising it. So they're getting up, so it's on the calendar tomorrow is our kidney school day. They're getting up and practise getting up at the correct times, like talking about the time and whatever way is going to be waking people up at the right time an alarm or a phone or a clock or that sort of thing. So actually going through it and having the alarm go off and okay, this is what we're doing. This is our practice day today.
Speaker 2:Yeah right and certainly clothes, and even the night before it's good to be checking the weather together. It is often that schools kindies will be checking the weather and the UV rating. So if they've done that the night before they'll be aware that they need to put sunscreen on in the morning. What the UV rating is. If they're doing that at school in their first group time they'll be prepared.
Speaker 1:They'll think oh, I know what that is, I've already done that at home.
Speaker 2:Oh, wow, oh I love that, so today's going to be UV rating of six or whatever it is. That sort of thing is good, where the family can be doing it together at home and that child's feeling confident about that sort of thing. Reading for kindy in school.
Speaker 1:And I guess making you know that meaning around UV rating what it means. You know when the sun is the hottest and then that could burn our skin. So when the sunscreen's on, it helps us and then we stay in the shade and we have our hat on. You know those type of things? Yes, definitely.
Speaker 2:Yes, all of those sorts of chats will be part of at home as well as definitely at kindy in school they'll be talking about and having frequent drinks of water will be another thing.
Speaker 2:So all part of packing the bag is they may need to pack their own sunscreen. Some children have certain sunscreen, some will use the general sunscreen in the classroom, but some need to have their own right. Um, they'll be packing their hats and their some spare clothes. Um, so packing the bag the night before and do all of this packing for the practice one as well.
Speaker 2:So with the child yes, with the child that their names on everything, um. So they've practiced getting all of those things getting up, getting up the correct time and then putting on the choice of clothes that they might have already discussed because they've looked at the weather the night before, or a uniform Some kindies might have a kindy top and then packing the bag with the food, snacks, drinks and maybe shopping together to talk about those sorts of foods.
Speaker 2:Oh yeah, I love that that they want to have and that they can have, because many Hindus have got their healthy food policy and their nut policies and there's different policies around what food can and can't be taken for the day um, packing plenty of food.
Speaker 2:It's fine to have more than enough. It's better to have food that comes home than the child wasn't didn't have enough and felt hungry. Yeah, right, yeah, so plenty of food, drink, um, and then, once the bag is packed um, and maybe also, uh, something might be like a self-regulating item for them if they've got fidget toy or a special toy or a teddy or have a special yet comfort type thing.
Speaker 2:Um, they may not be allowed perhaps in the that different policies will work at different kitties and schools. But, um, but there might be something that can just be in special in the bag in a little pocket.
Speaker 2:Yeah right, they can either look at when they're getting need to at any time, look at their bag, just feel it. It might even be something in their clothes that they can have in their pocket, that they can just feel, or it might be a photo, um and a, or a photo of who's picking you up today, and then it will be that parent caregiver that they can just look at as needed during their first day, or, yeah, something like a special stone or a little message, and would it be nice that if the parent had something special and the child had something special and like say, if you've got like two little stones, rocks, or you've got two little teddies, and then mummy's teddy is going to be with mum, and then when we come together our teddies can be together, that's lovely, because then that will be.
Speaker 2:Yeah, those sorts of things so a little special thing that they can just think about for moments. That's the thing. So a little special thing that they can just think about for moments, because there'll be moments that they're feeling a little uncomfortable or worried or scared.
Speaker 1:Yeah.
Speaker 2:So if they know that's just there, or they may not even look at it all day, but they're just even just knowing- so it's like an anchor.
Speaker 1:It's an anchor for them, like an emotional anchor. Yeah, yep.
Speaker 2:So, talking about that and having that in the bag, um, and any assistive as like technology they might need, whether they're taking headphones or anything for sensory needs, or um, glasses communicate, yeah, if there's anything like that, or their communication aids, yeah those sorts of things. These will all be big discussions or on the list for packing the bag. It's quite a thing to have the bag packed, so then packing that and then going by the mode of transport that will be predominantly on the day.
Speaker 1:Yeah right.
Speaker 2:So if it's going to be walking to school or kindy all the time, then off we go and we do the practice walk or the practice drive and looking at things on the way sort of lots of sightseeing, so that it's part of the routine. Oh look, there's the house with number 20 on it, or there's the garden that has the rose or the rose yeah or those sorts of things. Yeah, right. So part of the whole practice is making it very familiar. Yeah, okay.
Speaker 2:And just yeah, the more familiar and comfortable and safe feeling that's really important, then the easier it will be. And if you've had, you know, two, three practices at least, or if they might want to ask for more and they might have practices just the parent caregiver who's mostly taking them, and themselves, but then they might have another practice with the siblings along too, because they might be part of that morning routine.
Speaker 1:Other members of the family, and if they're going to kindy only two days a week or three mornings, they might want to practice the other days or on the weekends. Is that right yeah?
Speaker 2:And good to practice on different days, because there's different, as we know, travelling to work. It can be different on different days.
Speaker 1:It can be busier.
Speaker 2:Some days it can be busier, some days it can be rubbish trucks some days, yes. It can be there's different things happening in the community on different days.
Speaker 1:Yes, so it's good to sort of experience, those too on different days and about packing the bag. Is it better to pack the bag the night before or that morning?
Speaker 2:It's good to look at bag the night before or that morning. It's good to look at it the night before, yeah, but realistically that doesn't always happen, especially once it's once it starts getting really busy yeah, it might start off that you're doing it the night before. Yeah, um, certainly glad.
Speaker 2:Yeah, having a quick check the night before and that will become more routine, routine, and then yeah, saving time in the morning, but it might still need that last check off and and that might be part of the pictorial sort of sequence that you're going through in the morning, you know, have you checked your bag and have we got this? It? Can be part of that practice. Yeah, yeah, oh. Is your lunch box in there? Drink bottle, those sorts of things can be a quick check as well in the morning.
Speaker 1:Love that.
Speaker 2:And then so, getting there to the place and actually some schools are in holidays are okay that you can go in and sit on the oval or sit in the playground and use it, and so then open up the bag and have a practice, have the picnic, have the food.
Speaker 2:actually, packed and have a picnic there, which is really good for practicing opening and shutting containers and finding out which ones are really difficult and not working uh-huh, or which ones, yeah. So that's a really good practice because, um, sometimes teachers are close by for helping, but sometimes they're not and it can be hard if a child's just sitting there and feels uncomfortable to be able to ask for help. So if they could be as independent as possible as opening all the containers, that's really.
Speaker 1:Yeah, I love that Really. They feel safer and confident. Yes, it's not another extra added stress yes, yes for the day, yes, um.
Speaker 2:So yeah, that's good, do do the actual practice eat the food. Taking photos if you haven't already had transition booklet with photos, taking photos taking a photo of them in front of their kidney or the school um taking photos. Taking a photo of them in front of their kindy or their school taking photos of buildings and the yard and the oval or any different things that you can see. So then they can be back home again in a booklet and looked at and shared with other family members and the rest of the family.
Speaker 2:So it's just a matter of really doing as much as possible together and as many times as possible, just so that it's not first day. Everything is new.
Speaker 1:Because the new thing will be once they walk into their room with the new kids, with the teacher right, that's already going to be the newness. So as long as they've got their beginning part worked out and the you know coming home part worked out, that will help them.
Speaker 2:Yeah, that certainly helps. And yeah, talking about the dropping off, the picking up, hopefully they've had transition visits so they will be able to keep talking about those. Remember you went and saw your teacher. Hopefully they might all know the teacher's name so they can keep using that name. They might have photos Still taught. Oh, remember we had to put the bag here and the so on first day it will be perhaps parent caregiver helping do those routines.
Speaker 2:And that's fine to help do that for a while, the signing in which might vary for different kindies, and then gradually they can start becoming more independent with those things.
Speaker 1:That's great. Great advice, Kerry. Yeah, so I think I love the practical stuff that you can give. You know, it's just, I think this would be great for families. Yeah.
Speaker 2:I think just thinking of the day through and doing as much as you can and having as many pictures and doing the real things as much as possible.
Speaker 1:So if children are fearful of going for that first day, what could parents do about it? You know, what could they say, what could they do if kids are fearful?
Speaker 2:Yeah, and that might vary too. Hopefully the chat of talking about going to school has been fairly comfortable and safe and not causing too much anxiety about going beforehand, but there is still going to be that, as we all feel, starting, a new job going to a new gym going going anywhere new or doing anything new, starting a new hobby even, is like, oh hope I can do this sort of thing.
Speaker 2:So there is going to be that. So it is reassurance and it's okay to feel worried and fearful and but it's just staying settled as much as possible as a parent, because inside they're probably thinking, oh no, it's their first day yes I'm so worried and how they're going to go. Yes, might be getting quite teary, yes. So, um, fine parent, if you can hold on to that as much as possible and be grounded to help the child go through that.
Speaker 1:Because what happens if the child sees the parent crying? What message does that give the child?
Speaker 2:It can be really confusing, because then the child's not sure oh, mommy, daddy's sad. Why are they crying? Or are they hurt or something's happened? Is it a good thing?
Speaker 1:that I'm doing yeah, and then why, why am I? They're crying because I'm going to school, yeah, and then that that could really leave a lasting impression in the child's mind, right? The quick image just be even quick of the mother in tears or the dad in tears and associated with school. So that's not a great start to your school life, is it?
Speaker 2:No, no, so holding it in and being courageous, yes, being just comfortable and safe and going through. And that's good for the parent to have had the practice days too, because we've been through this, I know it's going to happen. That would probably bring up feelings like, oh my goodness, even while you're doing the practice for yourself, and then you can run to the car and go they're in, they're settled. Okay, go to the car and then go yeah, they're in, they're settled.
Speaker 1:Okay, go to the car and then, or yeah, get home and have some time yourself, put the kettle on and have a cuppa, yeah, or do something that you like, and I guess that's the other thing, isn't it? It's not only for children, but for parents that maybe the parents need to have something nice for themselves that day as well, whether it's if you like shopping, go shopping. If you just want to sit home and have the place to yourself, if that's what's happening, have the place to yourself and watch the TV, because the child will come back at whatever time, because it is a big change in life for everybody, isn't it? Oh?
Speaker 2:very much so.
Speaker 1:It is for everyone.
Speaker 2:Yeah, it's a good idea to have a plan of what you're going to do, or to go out with your friend, talk to a friend. Or you might have a sibling at home, still with you, and now it's some special time for them. Yes, because they don't always get that. Yeah, time alone with mom or dad. So now it's like oh, we drop you off. You're settled in school and we're going to go to the park together now, or um?
Speaker 1:and I guess the other thing is carrie. Isn't it that, um, some parents have these reactions to their kids going to school because of their own experiences at school? Um, what would you say?
Speaker 2:to that? Yeah, very much so, and hopefully I think most teachers are very aware that um, all parents have had variety of their own schooling associations. Yeah, yeah and so um hope, but we do hope that we can help parents not transfer that onto their own child um they might just have heard, even just be sort of apprehensive, because they've heard other other parents talking about oh, when my child first started school it was terrible or something so they might still be carrying that because it's their first one, um, but yeah, teachers are very aware of that, of being there ready to help with the new children, and that's a big part of what transition's about too.
Speaker 2:I think teachers are very aware that during transition time they'll start picking up oh, this parent's not had a good time when they went to school. So that helps if they've sort of thought about that before the first day and help the parent, you know, go through anything that they might have. Some parents might say, oh, it was terrible for me when I went to school. They already have started talking about that in some visits and, as a teacher, saying, oh, we hope to make this different. What happened to you? What can you remember?
Speaker 2:Share the memories. And then you might be able to say, oh, when we start school now, transition looks like this, or it's different, or that sort of thing won't happen anymore. To help reassure parents and see that it's a brand new experience and hopefully, yeah, they can remember that it's new and different.
Speaker 1:For each person and there might have been moments that the parents had a great time at school. So really remembering those and the other thing, I guess. Guess, if parents are stuck in this uh, you know, negative state around or negative emotions or fear around their child, um, then they should really be seeking professional help, because they don't want from a mental health professional, because they don't want to be carrying that and then always being apprehensive or hyper vigilant and then really projecting that on the teacher, which who then projects it on the chart.
Speaker 2:You know, like that, that could just be not a great great place to be yeah certainly if it's really really carrying on that would be good to have some help there.
Speaker 1:Professional help. Yeah, what questions? What would be some questions the parents could ask their educational setting to ensure that their children have a great experience with their first day at kindy or school. What would they be?
Speaker 2:And during the transitions too. Hopefully they've had time to ask different sorts of questions about how the school kindy staff will be catering for their child, especially if they have any particular special needs. Sensory needs needs. Sensory needs um any, like the sort of assistive communication technologies, or um anxieties or whatever yeah, and preparing the room, if they've got um, if sounds are going to affect or lights that sort of thing.
Speaker 2:Um, also, if they're already having therapy, then that the school kinder are understanding that they might have some time out to attend their therapy and how important that is to be able to continue with that. So feeding that into the schedule.
Speaker 1:So, as a teacher, Kerry, what you know, I know that there are some teachers in some schools that have got a policy that, oh look, children can't leave, you know, during the week or during the day to attend therapies, like because they're going to miss so much at school. You've had your foot in both places, in the therapeutic clinic as well as the school. Um, what would you say to that? What would you say to parents?
Speaker 2:I think it would be um for parents to. If that's the school they've definitely decided on already anyway, then start a network between therapist and school so that we can discuss that their therapy is very important. How can we work this out with the schedule? I think also, transition could look quite creative, especially in the early days. It might be just half days, it might be two days a week three days a week, that sort of um.
Speaker 1:So some kids have Wednesdays off, right, yeah, that sort of thing.
Speaker 2:So the therapy can still be worked in with those and talking about what the schedule, what their timetable might look like, and trying to fit it in as much as possible. But it can't always work out exactly that the therapy session is going to fit in the timetable that the school are offering. But I think if they've discussed how important it is for the child to continue with their therapy because they're they really have those needs and it will benefit them at school anyway. So setting up that network so there can be communication between therapists and school teacher and any support workers that they might be having at school or kindy early, is really good so that that can be communicated between everyone and worked out as best as possible and worked out as much as best as possible.
Speaker 2:I think that hopefully, school kindy are ready for the child and are understanding.
Speaker 1:They need to be flexible for the child's needs in that area. And that's one of your sayings that I always love it's not having the child ready for the school kindy, it's having the school kindy ready for the child right.
Speaker 2:Definitely yes yeah.
Speaker 1:I love that. I love that saying. That's a Kerry saying. So what about teachers, kerry? What would be some suggestions you could give them when they have like a new complex child in the classroom, especially young teachers who are just coming out of college, and how could they prepare themselves, like, how could they view the child? You know, like I really believe it's all about perception. You know, when you see someone and they've got different behaviours and you think, oh my God, that is going to change your behaviour, to say, oh wow, look, he's so delightful and he's got his own little way of expressing himself, right. So it's about that state of mind.
Speaker 2:Yes, and I guess hopefully I keep thinking because there's been transition but sometimes there hasn't. But you've got some background on the child so you're aware of any diagnosis or particular sensory needs they might have. So you've already set up your room and the kidney environment with those needs in mind. Like it might be, if it's sound, then the block cupboards might have material at the bottom so that it's not so loud with the blocks.
Speaker 2:So just being aware of the way you set up the kindy to make the experience and that will benefit all of the children. It doesn't need to.
Speaker 1:Can you talk to to, because I know you have worked with quite complex children in the therapy uh room and you've also had interactions with teachers that have wanted the children to uh abide by the school curriculum. Like, how have you mentored the teachers around that when you have spoken from the therapeutic point of view about the child? Say, for example, the child won't sit on a mat, what would you say to a teacher around that?
Speaker 2:around that um. So it's getting to know the child's needs and also being flexible and creative. So the child may not be sitting in the group, sitting on the particular area, um, but they might be just in the room, still able to supervise, still able to see, because that child might need to be moving and doing, but still able to take in. Perhaps there's a story being read, then, um, they'll still be engaging, listening, aware of the story, but needing to move, um, and that might start gradually out sitting at another table or doing something in another area of the kidney room. But then they might gradually start getting closer and closer and sitting, or, and then they might have something fidgety to sit on, something fiddly, fidget, toys or something to hold and squeeze and to help them if they still need to be able to move their body, being aware that they might come and go, come and sit for a while and then go, but that's okay because it's working with that child's needs.
Speaker 2:They might have a support worker with them that's able to move with them and help support them coming and going, but I think just allowing that that's okay, that they can still be in the room. They're joining us, they're engaging at their own level, they're aware of what's happening and just being allowing for their needs.
Speaker 1:So you always really look at the child where they're at developmentally, don't you? You don't look at this is where they need to be. I've got to push them to get there. Is that right? How do you do it, kerry? Because you've got pretty magical skills in getting the best out of kids. How do you do it? What's in your mind when you see a child that?
Speaker 2:is different.
Speaker 2:I usually like to see know some of their interests or see what they do get interested in and then using that to help them join in or do things and, like we do in therapy, naming and which is good to do at kindy in school as well just naming everything so that they're aware that you are there, you're with them, you're being with them. It helps their social interaction because you can. If you're naming things and other children are tuning in, you might you'll be naming what the other children are doing so they can sort of look up and tune in to what's happening with the other children. Asking other children to come and join or helping name. That child might be holding something out and might say, oh look, they're passing that to you but they haven't cued into that.
Speaker 2:So helping with those social cues so that both the other child and the child that's perhaps needing to be supported is also cueing in, so helping both sides which is great for the all-round communication really.
Speaker 2:Anyway, sometimes I've sat with like relief teaching. I might be sitting on the mat and I can see a child's very wriggly and needs movement, so I might just do some squeezes, like just hold the hand and just do some squeezes and then they're able. You can almost just feel them go oh, and they just relax and then they can listen to the story by just having their hand squeezed. Then they can. It's just like oh, you've taken care of that for me, so now I can just sit and engage and listen to the story.
Speaker 1:Yeah, love it.
Speaker 2:It might be just as simple as that sort of thing, or holding some material or something, or holding something that they are interested in.
Speaker 1:So you really go deep, don't you, and ask parents what is your are interested in? Um. So you really, you really go deep, don't you, and ask parents what is your child interested in?
Speaker 2:definitely that helps. Yeah, I do like to find out what they're interested in so that and and that might be for a while, or you can use like if they're very interested in vehicles cars or something or or dinosaurs, yep, or dinosaurs. So then, well, these items that they're very interested in can then go and do daily skills, so the car or the dinosaur can have the bath and brush its teeth or brush its hair, and get dressed.
Speaker 2:And then or put their bag away yeah, all of those things Can go and have a slide, do something, have a swing or sit at bag away yeah, all of those things Can go and have a slide, have a swing, or sit at the table yeah, sit and have a listen of the story.
Speaker 2:So using those sorts of things can help the child join. And yet those sort of characters can help them join in with what's going on and even work out problems like problem solving. So the cars might have some sort of problem like those pro-social skills of sharing and turn-taking and things like that Then the cars might not be sharing.
Speaker 2:So you work it out with the cars and the child just joins the conversation. The car might ask the child can you help me? The other car's not sharing with me. And sometimes the children will come up with some really good ideas and they've been part of the problem solving Wow.
Speaker 1:Kerry, you are like a trove of information. I'm wondering, if someone's listening a teacher or a parent and they'd like a one-off consult or two consults with you, would you be open to that? Um, yeah, okay, yeah, I'm sure carrie is pretty amazing. Everyone I know, I've known her for many years I think eight, nine years now and um it, kerry, can make something magical out of, uh, something that you think, oh, what are we going to do with that? So I know you're, you're, you're, you know you're really amazing at coming up with creative ideas. So, kerry, just finishing off, um, what? So if parents are now listening to this and they're thinking, what is the one thing I could do for my child right now, before they start school this year? What would be your number one highlight of everything that you've said?
Speaker 2:Keep it go at their pace, keep it try and not be rushed. So just allowing time, allowing time for supporting and being at their going at their pace. If they need you to stay for a while at kindy, then stay for a while.
Speaker 1:Um so yeah, helping them just and what if they take a long time? So when we talk about not rushed, what if they take a long time in the morning? Does that mean that the family needs to be getting up earlier?
Speaker 2:maybe, but we're not wanting to head to 4 am or or something, no, no no, and that will be practice too, and allowing time and hopefully these sorts of things I was talking about, by having the pictures even looking at, tuning into the clock or using timers and we've run out of time for that now or just to help that time awareness, because it is difficult for children to be that concept of time and how long it takes to put shoes on and things um.
Speaker 2:So, yeah, it's hard to get that balance between rushing and having time to go at their own pace, um, even if for a while it's letting schoolkidney know this is really taking us a long time. We might be running a bit late some days, but we're practicing, but we're working through. This is good and hopefully, yeah, teachers will be understanding.
Speaker 1:And that's the goal right. The goal is that the third child comes on time.
Speaker 2:That would be maybe one of the child's goals and that would be enough for starting, yeah, yeah, but I think the more practice and the more just getting used to it and familiar to begin with is going to help. For when? So that it's not all. There's going to be so many new sensory things, so many new different experiences for that first day, so do as much as you can just to make it all like this part. We've oh, we've done this, yeah, a few times now.
Speaker 1:That's, that's easy, that bit now yeah, thank you so much, kerry, for being on the podcast. I'm going to leave your contact details in the show notes. How people? Well, not your contact details, but more about you in our show notes. So if people want to reach out and ask some questions, they can, because I know this can potentially be a stressful time for families and children, but it also can be an amazing time because, wow, your children are starting a new phase in their life. They're going to be learning more, they're going to be meeting more people and for parents, it's a new phase in their life as well, after maybe four or five years of being either at home or um trying to juggle uh, work and you know home life. So, yeah, thank you so much, kerry and um, I'm hoping that this podcast is helpful to families and this podcast will be published earlier than normal because I know that we're trying to get it in before children go to school. So thank you very much, kerry again, for coming on the show. Thank you very much, donna.
