Understanding Primary Kids: 5 Things Teachers Should Keep in Mind

By: Admin 01 April, 2017
Apart from home, school is the single most important place in the lives of most children. Their experience of school will play a vital part in their lives and will determine their academic, social and, probably, their occupational future. The reception year is crucial. Research shows that there is a continuous link between the progress that children make in their first year in school and the grades they will eventually achieve at the age of 16. Schools provide ways different from those learnt at home, in managing difficulties of the daily life.


Below is the list of things that Teachers need to keep in mind while handling toddlers:


  1. The Stage of Starting school: Leaving home, being independent, meeting new people, performing new tasks; all these are stressful activities and going to the school for the first time is a big event for children.

  2. Getting on with other children: It may take children some time to sort out their place amongst the others. Children who have problematic relationships at home, for whatever reason, may not start out feeling confident in school.

  3. Getting on with Teachers: Children have to adjust to a range of new adults when they start school. Most children enjoy meeting different adults but are likely to feel more comfortable with some than with others.

  4. Learning and making Mistakes: Children who are afraid to make mistakes will never be in a position to learn from them and this will affect their learning as a whole. Making mistakes is important for learning.

  5. Competitiveness: One consequence of a greater emphasis on schoolwork and achievement as children progress through the school system is that children begin to compare themselves and what they can do with one another. When marks are given for work, the question arises about who gets the best marks.




Primary Education: The Finnish Approach


Finnish early childhood education emphasizes respect for each child’s individuality and the chance for each child to develop as a unique person. Another central consideration is to promote the child’s own initiative and to emphasize its significance as the foundation of all activities.



  • General Support

School specialized teachers work part in two mainstream groups.

Group aims to provide early support student learning in their own learning environment. Groups with special needs working on the basis of the estimated selected and previously realized. Differentiation, support teaching and home-school cooperation are everyday tools in the implementation of general support.


  • Intensified support

Intensified support is for a student studying in a mainstream school or a special needs school, supported by a supervisor. Class teacher or subject teacher and special needs teacher jointly develops a learning plan and are responsible for evaluation.

Through Intensified support the student are able to get a part-time small-group instruction in those subjects where it is their best option in terms of learning. Learning Plan is in cooperation with the student's parent.


  • Specific support

Specific support is implemented when intensified support is insufficient, given the student's school and the overall situation in the enhanced approach allows.

Objectives, learning and contents of student's education plan is created together by teacher and special needs teacher. The students are able to study subjects having individual goals with special needs, led by a small group.





Every Finnish school creates Individualized Education Plan for every child which is created by the student welfare team comprised of principal, special education teacher, school nurse and psychologist who meet twice every month to discuss the progress of students.


Finnish Educators believe that 90 percent of students can succeed in regular classrooms if they get the emotional, academic or health and medical help they need. Critical emphasis is placed on early intervention. Special education and student welfare is a planned mutual cooperation. Emphasis is placed on the development and strengthening of public support. The pupil has the right to receive part-time special education support for all the steps.


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This article contains a few excerpts from the site ‘Understanding Childhood’. Read the original article here.