1.    Early Detection and Prevention Practices

Preventive detection practices related to:

• Psychoemotional, cognitive and behavioral disorders (psychologist)
• Language, speech and communication disorders (speech therapist)
• Practical skills, motor coordination and organizational skills disorders (occupational therapist)

Objective: attentive monitoring of children while in Kindergarten for early identification of developmental difficulties and prevention of future learning and emotional difficulties.

Within this context, the following practices are implemented:

• Individual assessment of prospective Kindergarten candidates to ascertain school readiness. The practice is carried out by Kindergarten psychologists, together with other HAEF psychologists, and serves to identify and properly monitor the needs of all children on a timely basis.
• Individual speech disorder detection of all children
• Individual detection practices by psychologist and/or occupational therapist, where necessary
• Observation of all children in their classroom setting by psychologist, speech therapist and occupational therapist
• Structured observation of all children in their classroom setting by the occupational therapist as it regards the use of scissors and pencils

2.    Counseling Support

Counseling support for educators:

• Regular and extraordinary meetings between teachers, members of the psychoeducational team, as well as the administration
• Collaboration between psychologists and all class section teachers on an individual basis to coordinate the needs of the children

Counseling support for parents:

• Individual parental updates with regard to detection practices
• Counseling meetings with parents

3.    Awareness and Training/Education

Awareness and training of educators:

• Systematic training activities for educators by all specialists of the psychoeducational team. Training sessions conducted separately by each specialist regarding child development issues of this age group as it regards each specialist’s respective area of expertise. 

Awareness and training of parents: 

• Educational awareness groups with members of the Administration and psychoeducational team specialists regarding issues related to child development
• Online information and support material for parents, available on the Kindergarten Psychoeducational Department’s webpages, concerning child development and the role of parents

 4.    Individualized Student Support Practices

• Cooperation with educators to build personalized learning plans and provide in-class support for children who have been identified with needs in the detection process
• Personalized written support guidelines/instructions for educators regarding speech and practical skills
• Meetings with parents about the ongoing needs of children in order to support both the parents and their children outside of school
• Communication with specialists who monitor children outside of school and interconnection with educators in order to provide comprehensive support to children 

5.    Practices for Students’ Smooth Transition to 1st Grade:

• Collaboration with educators, administrators and parents in view of the children’s transition to Elementary School 1st grade
• Lecture to Kindergarten parents on the transition to 1st grade
• Collaboration with the psychoeducational teams of both HAEF Elementary Schools in order to provide optimal support ahead of the children’s integration into primary school