Young children develop rapidly in a number of areas which lay the foundation for them to be able to cope with the learning demands of formal schooling. The purpose of a school readiness assessment is to determine whether or not a child’s development is progressing at the rate expected for his or her age and whether there are any potential areas of concern regarding his or her school-related abilities.

Current education policy guidelines state that children are required to enter into Grade 1 during the year in which they turn seven. School readiness assessments are therefore usually recommended for children who are currently undergoing the last term of their Grade R year.

School readiness assessments aim to obtain information about children's developmental progress in the following areas:

     1.  Lateral discrimination: A child’s ability to distinguish between the concepts left and right.
     2.  Lateral preference: A child’s preference of the use of an organ or a limb on one side of the body, rather than the corresponding organ or limb.
     3.  Visual-motor skills: Co-ordination of eyes and hands to copy figures such as a horizontal line, a circle and a triangle.
     4.  Reasoning: This includes the application of logical and abstract principles in problem-solving, an understanding of concepts such as size and the ability to separate parts from a
     5. Incidental memory: The child’s ability to recall visually presented information without being instructed or reminded to remember the information before hand.
     6. Visual-spatial skills: This includes the ability to see a sequence produced on the blackboard, to remember it and then to reproduce it.
     7. Story memory: The ability to accurately reproduce information in the form in which it was presented after a short time period.
     8.  Auditory memory for digits: The child’s ability to accurately reproduce digits in the form in which they were presented after a short time period.
     9.  Number-Quantity: The ability to appreciate differences in quantity and to see a progression from small to large. These abilities are precursors to mathematical ability.
    10.  Ready knowledge: The child’s ability to apply learnt knowledge to verbally presented questions.
    11.  Draw-a-person (DAP): This assesses a child’s general intellectual functioning as well as the knowledge of body parts.
©Copyright 2018 Christine Slabbert
HPCSA Number:       PS 0119733
Practice Number:     0524980
©Copyright 2016 Christine Darney
HPCSA Number:       PS 0119733
Practice Number:     0524980