Here in Western Australia, we’re moving into the second week of the school holidays. The weather has been wonderfully kind, and I hope families have been able to get outside, explore, and enjoy time together.
Because here’s something we don’t always talk about enough:
play and real-world experiences are essential foundations for learning.
Long before children step into a classroom, learning begins at home.
It’s within the family that children first learn to name the world around them. This is one of the earliest and most important steps in developing literacy. After all, if a child can’t name what they see, how can they later recognise that word in a book—or use it in their own writing?
Over the years, I’ve noticed something concerning. Some children struggle to name basic things—like confusing “elbow” with “leg” or calling a lion a giraffe. It may sound surprising, but it happens more often than you might think.
These foundational concepts—basic vocabulary and general knowledge—are built through everyday experiences:
– Conversations at home
– Trips to the park, zoo, or museum
– Reading together
– Simply talking about the world as you move through it
While today’s children have access to more information than ever through digital devices, many are missing out on these essential, real-life learning opportunities.
And it’s not just literacy.
The foundations of maths and science are also developed at home in simple, meaningful ways:
– Measuring ingredients while cooking
– Understanding weight and volume while baking
– Observing cause and effect during everyday household tasks
– Exploring how things work through play and curiosity
Children who build these foundational skills early are far more confident learners at school. They are better able to understand new concepts, participate in class, and most importantly—enjoy learning.
As we begin to look ahead to the new school term, I often wonder how many children are feeling anxious about returning to school.
For children who struggle with reading and writing, that feeling can be very real.
This is where Reading for Sure makes such a difference.
Our approach helps children access the English language while also developing their understanding of what they read. We don’t just teach decoding—we support comprehension, vocabulary, and confidence.
Because when a child’s vocabulary is limited, we actively work to expand it.
An hour of one-to-one tutoring can’t do everything—but it can make a powerful difference.
It can improve literacy skills.
It can rebuild confidence.And it can help a child feel like they truly belong in the classroom.
As we prepare for the new term, I’m looking forward to supporting both our continuing and new students—and helping them step into learning with confidence.
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