Child-to-Child Approach Strengthens Socio-Emotional Readiness for Preschoolers

A groundbreaking initiative is demonstrating how children themselves can be powerful educators. The Child-to-Child (CtC) approach, introduced through a research collaboration led by the Faculty of Education, University of Colombo, in partnership with the Ministries of Education, Women and Child Affairs, and the National Institute of Education, shows strong potential to transform preschool education and school readiness in Sri Lanka.

This research project, financed by the GPE KIX and IDRC Canada, aims to enhance the transition from preschool to primary school through a play-based Child-to-Child approach. It is led by the Islamic University of Maldives, in collaboration with the University of Colombo and Aga Khan University in Pakistan.

As part of the project, Sri Lanka will host its first Uptake Forum this month to share lessons learned and explore opportunities for further development of the concept. The initiative is the product of a consortium involving Sri Lanka, Maldives, and Pakistan.

A Peer-Based Model for Learning

The programme engages Grade Six students as Young Facilitators (YFs) to support preschool children—Young Learners (YLs)—through playful, curriculum-linked activities. Implemented across 10 preschools in the Western Province, the initiative has already reached 325 preschoolers while equipping older children with leadership, responsibility, and communication skills.

Research Insights on School Readiness

To track its effectiveness, researchers conducted a comprehensive baseline study assessing literacy, numeracy, and socio-emotional skills (SES) among preschoolers in the same age group.

The findings are striking:

Numeracy readiness stood highest, with 94.6% of children “fully ready.”

Literacy followed closely at 90.6%, reflecting strong foundational learning.

Socio-emotional skills, while positive overall at 85.9%, showed greater proportions of children still “developing” (10.7%) or “needing support” (3.4%).

This means that between 5–15% of children are not fully ready for the transition to formal schooling—a group requiring urgent attention. While small in proportion, this segment represents children at risk of facing adjustment difficulties, struggling with classroom routines, or experiencing emotional and social challenges once they enter primary school.

A closer look at socio-emotional dimensions revealed both strengths and gaps:

Self-awareness ranked highest (91.3% fully ready), signaling children’s confidence in identifying their feelings and strengths.

Responsible decision-making emerged as the weakest area, with only 78.5% fully ready and 7.4% needing support.

Relationship skills showed a mixed picture—83.2% fully ready, but the highest percentage (16.1%) still developing.

These results underline that while cognitive domains are strong, socio-emotional readiness remains uneven—precisely where the CtC model shows its greatest promise.

Why the “Not Fully Ready” Group Matters

Researchers caution that the 5–15% of children not fully ready cannot be overlooked. These children may enter primary classrooms without adequate emotional regulation, conflict resolution, or decision-making skills—making them more vulnerable to stress, disengagement, or even early learning difficulties.

If left unaddressed, small readiness gaps at preschool stage can widen into larger disparities in later schooling, reinforcing inequities. For policymakers, this finding signals the importance of targeted interventions, early identification, and additional support mechanisms for children showing developmental lags, which are essential for a smooth transition into primary education. As the findings remind us, inclusivity means paying attention to the 10–15% who might otherwise be excluded. With targeted strategies and peer-based innovations like CtC, Sri Lanka can ensure that school readiness is not a privilege for the majority, but a guarantee for all children.

Why Socio-Emotional Skills Matter

Researchers stress that socio-emotional development is not an “add-on” but a central pillar of school readiness. Children entering primary classrooms with strong emotional regulation, empathy, and cooperative skills are better equipped to adjust to structured learning, build relationships, and manage challenges and ensure smooth transition into primary education. 

The Child-to-Child Advantage

The CtC model directly addresses socio-emotional gaps. Through storytelling, cooperative games, and role play, younger children practice empathy, decision-making, and teamwork in a safe and engaging way. For children already ready, these activities further strengthen their skills, while those needing support benefit from inclusive and gentle learning opportunities.

Older facilitators, in turn, gain valuable leadership and communication skills, creating a cycle of mutual growth. Teachers also note that the presence of YFs enlivens classrooms and makes learning more enjoyable for preschoolers.

Implications for Policy and Practice

In Sri Lanka, where preschool education is rapidly expanding, the CtC findings offer timely evidence for policy and practice. The findings call for preschool priorities to expand beyond literacy and numeracy, giving equal weight to socio-emotional development. The CtC model offers a cost-effective, scalable way to embed these competencies into daily learning. Policymakers and curriculum developers are encouraged to integrate such approaches into Sri Lanka’s national preschool framework to ensure every child—especially the 5–15% not fully ready—enters school on an equal footing.

A Step Toward Holistic Education

The Sri Lankan CtC initiative illustrates how research-driven innovation can reshape early childhood education. By addressing socio-emotional readiness through a peer-led, play-based model, it prepares children not just for classrooms, but for life.

As the programme expands and future evaluations unfold, one lesson is clear: readiness must be measured not only by the ability to read or count but also by the ability to regulate emotions, make responsible decisions, and form positive relationships. With targeted support, even the most vulnerable children can flourish.

The writer is retired Education Specialist, UNICEF, Former Chairperson, National Education Commission