This is because self-help skills are not just a box which needs to be ticked. Each phase a child enters introduces a new level of independence, and new tasks to be learned.
This is why our Head Teachers work together when transitioning a child from one room to the next. They communicate the level of self-help skills evident in each individual child, so the new teacher can continue to develop them at the appropriate speed.
Room 1 sets the scene – for example, children are introduced to the idea of staying seated while eating. Carrying their bowl from the table, (with or without help depending on the child), or helping to pick up toys and place them in containers.
As a child grows and transitions, Room 2 empowers them to take charge through a wide range of opportunities.
Their bags are placed in the same spot, so they begin to recognise their own belongings and can help themselves to fresh clothes etc. Bed-time is always set up in the same format so a child can walk over to their own bed.
Self-help skills are developed through the use of language so Room 2 introduces more communication - helping the children to make decisions rather than just giving instructions. “Where do you think we should start looking for your lost shoe?” or “If you are hot, what top would you like to put on?’
By the time a child reaches Room 3 they are established in some of the expectations.Dress for outside play, table manners and independent hygeine.