Three Types of Words That Help Prepare Children for School

As parents, we spend a lot of time teaching children the names of things—animals, colours, numbers and letters. But one of the most important types of vocabulary is often overlooked: words for what’s happening inside us.

These are known as internal state words. They help children describe their feelings, understand their bodies and talk about their thinking. By the time children start Reception, teachers use these words every day. Children who understand them are better able to communicate their needs, join in conversations and make sense of classroom life.

Here are three types of internal state words you can teach naturally through everyday conversations.

1. Feelings

Children need more than just happy and sad. Learning words such as frustrated, worried and proud helps them explain how they feel instead of expressing those feelings only through their behaviour.

The easiest way to teach these words isn’t by testing children. It’s by modelling them.

Instead of asking, “How do you feel?”, try saying:

“You look frustrated because the tower kept falling.”

Just as children learn colour names by hearing adults use them, they learn emotion words through repeated exposure in meaningful situations.

2. Body States

Young children also need words for what their bodies are telling them, such as hungry, thirsty, tired or hot.

Many preschoolers show these feelings through their behaviour before they can describe them. Giving them the right vocabulary helps them recognise what their body needs and communicate it more clearly.

One simple habit is to model your own body states:

“I’m thirsty after that walk.”

These everyday comments teach children that body sensations have names and that it’s normal to talk about them.

3. Thinking Words

Perhaps the most overlooked group of all are words that describe thinking, such as remember, think, notice and decide.

Reception teachers use these words constantly. They might ask children to remember an instruction, think about a problem or notice something in a story.

Parents can introduce the same vocabulary during everyday conversations.

Instead of asking, “What’s this?”, try:

“What do you think?”

Instead of saying, “Look!”, try:

“Did you notice…?”

These small changes encourage children to think about their own thinking while expanding the language they need for school.

Why It Matters

Children don’t need formal lessons to learn this vocabulary. They learn it through thousands of ordinary conversations with the adults around them.

Research consistently shows that rich adult–child conversations support children’s language development. More specifically, talking about feelings, bodily sensations and thinking helps children build the vocabulary they need to understand themselves, communicate with others and participate confidently in the classroom.

Preparing children for school isn’t only about teaching letters and numbers. It’s also about giving them the words to describe what’s happening inside them. Those everyday conversations become powerful building blocks for learning, relationships and self-understanding.

If you’ve been reading the news recently, you’ve probably noticed that school readiness has become a major national conversation.

Teachers, charities and the government are all highlighting the same concern: too many children are starting Reception without the everyday skills that help them settle, learn and thrive.

But here’s the encouraging part.

School readiness isn’t about teaching your child to read, write or complete worksheets before they start school.

It’s about helping them become confident, independent and ready to learn.

What the latest reports are saying

Earlier this year, the government-backed Starting Reception campaign was launched to help families understand what children typically need before starting school. The aim is simple: make expectations clearer for parents and help more children enjoy a positive start to Reception.

At the same time, the latest Kindred Squared School Readiness Survey reported that teachers believe around 37% of children started Reception in 2025 not fully school ready, with increasing numbers struggling with independence, communication and emotional regulation.

Teachers reported difficulties including:

• following simple instructions
• dressing independently
• using the toilet confidently
• communicating needs
• coping when separated from parents
• sharing and playing with other children.

These aren’t academic skills.

They’re everyday life skills.

Why this matters

When children arrive feeling confident and independent, they can spend more time learning, making friends and enjoying school.

Children who still need lots of help with basic routines often find the first few weeks much harder. Teachers also spend valuable classroom time supporting personal care rather than teaching the whole class.

That’s why school readiness is becoming such an important national priority.

The UK Government has even set a goal for 75% of children to reach a good level of development by the end of Reception by 2028.

The good news

The encouraging thing is that these skills don’t require expensive resources or formal lessons.

Children learn them through everyday life.

Each time your child:

• puts on their own coat
• tidies away toys
• waits for their turn
• helps set the table
• chats with you about their day
• listens to a story
• plays imaginatively
• practises using the toilet independently

they’re building the foundations for school success.

Research continues to show that conversation, play, routines and opportunities to become more independent are some of the best ways to prepare children for Reception.

What we’re doing at Early Edge Learning™

At Early Edge Learning™, we believe school readiness shouldn’t feel overwhelming.

That’s why every week we create simple resources that fit into everyday family life:

• Word of the Week to build vocabulary
• Picture of the Week to encourage conversation
• Do This Before September tips to build Reception-ready skills one small step at a time

Just two minutes a day can make a real difference over time.

Remember, preparing for school isn’t about getting ahead academically.

It’s about helping your child feel happy, confident and ready to learn.

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References

• UK Government – Getting children ready for Reception
• UK Government – Giving every child the best start in life
• Kindred Squared School Readiness Survey 2025
• National Children’s Bureau – A Better Start: School Readiness Report

TLDR: Before Reception, the three things worth practising at home are going to the toilet independently, getting dressed and undressed, and choosing water over squash or fizzy drinks — all simple, all free. Little and often is the key: five minutes of practice in the morning routine now saves a lot of stress come September.

How to Prepare Your Child for Reception: Personal Care

One of the quiet superpowers of early childhood is learning to do things for yourself. Children who can manage their own basic needs arrive at Reception feeling capable — and that confidence matters from day one.

You may already have laid good groundwork. Hanging up a coat, recognising their name on a peg, following a daily routine — all of that is brilliant preparation. Keep going.

What does the EYFS actually say?

The Early Years Foundation Stage framework names three specific self-care skills that children are expected to reach by the end of Reception year (around age five). That means the year before school is your runway, not a deadline — it’s the ideal time to build these habits at home, without the pressure.

“Never help a child with a task at which he feels he can succeed.”

Maria Montessori

As Maria Montessori put it: “Never help a child with a task at which he feels he can succeed.” It’s harder than it sounds — but it’s one of the most powerful things you can do.

The three skills are:

1. Toileting independently Going to the toilet, wiping, flushing, and washing hands — all without prompting. This is the big one. If your child is not yet wiping independently, make it a gentle focus now. Narrate the steps, practice together, and praise effort rather than perfection.

🎬 CBeebies can help here: the Hey Duggee Potty Training Song and The Toilet Song are both fun, short videos that walk children through the steps — including handwashing at the end. Find them at bbc.co.uk/cbeebies.

2. Dressing and undressing In Reception, children change for PE, manage coats at playtime, and sort themselves after toilet trips. Doing up buttons and zips takes practice — so build it into your morning routine. Give them time, even when you’re in a hurry (just not when you’re in a hurry). Resist the urge to step in too quickly.

3. Understanding healthy food choices This is about making healthy options the default at home — and the good news is that they’re often the most affordable ones too. Fruit, vegetables, water, and plain crackers are typically cheaper than confectionary and fizzy drinks. It’s worth knowing that most schools do not allow squash or fizzy drinks in packed lunches, and they aren’t provided at lunchtime either. Starting these habits now means no surprises — and no battles — on day one.

Listening and attention sit at the heart of the Early Years Foundation Stage (EYFS) — they’re part of the Prime Areas of learning that underpin everything else your child will do in school. And the brilliant news is that you don’t need specialist resources or a structured lesson plan to build these skills. Your home, your routines, and your everyday conversations are already the perfect place to start.

If you’d like a structured activity to support your child’s school readiness at home, our Ready for Reception Skills interactive worksheet is a great place to begin — find it in the Shop.

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Tip 1: Play “freeze” during everyday tasks

Tip 2: Read aloud together — and stop before the en

Tip 3: Give one instruction at a time

A note for parents

None of this needs to be perfect — and it certainly doesn’t need to feel like school. The children who settle most happily into Reception aren’t always the ones who know the most. They’re often the ones who have learned, in small, relaxed moments at home, that listening is worth doing.

Ready to take the next step? Download the Ready for Reception Skills interactive worksheet from the Early Edge Learning Shop and start building your child’s invisible map to school today.

You’re already doing more than you know. Keep going.

March 2026

TLDR :

School-readiness means being developmentally ready for Reception (the first year of primary school) — able to take part in classroom learning, routines and relationships — and it is not the same as the formal checks done at the end of Reception (age 5). The Department for Education (DfE) and Early Years Foundation Stage (EYFS) framework both position school-readiness as the foundation for future learning, and research shows that early language, communication, everyday knowledge and routines can shape children’s confidence and later school outcomes. That is why Early Edge Learning focuses on simple, practical home routines that build the skills children need most at the start of school — especially talk, vocabulary, turn-taking, independence, attention and confidence. Get Reception-Ready Resources Here

This is why Reception-readiness is the focus of Early Edge Learning: the early years (ages 0–5) help shape a child’s start in Reception and their ability to access the opportunities school provides. Research shows that early language, communication, everyday knowledge, and familiar routines are essential foundations for the start of formal education and has an impact on pupil outcomes. That is why Early Edge Learning focuses on simple, practical things families can do at home — especially talk, vocabulary, turn-taking, independence, attention, and confidence.

The three areas that matter most

The EYFS focuses on skills that support children to settle, join in, and cope confidently with the school day:

1) Personal, Social and Emotional Development (PSED)

This is different from the formal checks completed at the end of Reception (age 5), which look at how a child has progressed during their first year at school. Kindred Squared uses this developmental definition, and the DfE (Department for Education) also describes school-readiness in the EYFS (Early Years Foundation Stage) as the foundation for future learning and life.

This is why Reception-readiness is the focus of Early Edge Learning: the early years (ages 0–5) help shape a child’s start in Reception and their ability to access the opportunities school provides. Research shows that early language, communication, everyday knowledge, and familiar routines are essential foundations for the start of formal education. That is why Early Edge Learning focuses on simple, practical things families can do at home — especially talk, vocabulary, turn-taking, independence, attention, and confidence.

This includes self-confidence, managing big feelings, forming positive relationships, resilience, and growing independence. Reception-ready children are still learning (of course!), but they’re beginning to:

• separate from a grown-up with support
• take turns and cope with “not yet”
• keep going after a mistake

2) Communication and Language

This is a huge part of school readiness. Children need practice with listening, understanding simple instructions, and sharing thoughts and feelings. Helpful signs include:

• responding to their name
• following a short instruction (e.g., “Put your coat on, please.”)
• using words (or gestures) to explain what they need

3) Physical Development

Children build strong bodies for play and learning: gross motor skills (running, climbing, jumping) and fine motor skills (using cutlery, turning pages, holding tools). Healthy habits matter too — hygiene, sleep routines, and confidence with toileting.

The best part: small routines make a big difference

Reception-readiness grows through simple routines you can build into normal days — chatting on the walk, giving simple choices, practising “first/then,” and encouraging a “have-a-go” attitude.

Early Edge Learning resources are designed to help you practise these skills in quick, realistic ways — with both interactive, on-the-go options and print-at-home versions.

Ready to start today? Explore my ‘evergreen’ resources — simple downloads you can use anytime, again and again — and pick one small routine to try this week.

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What “Reception-ready” toileting really means

Most schools aren’t expecting perfection. They’re hoping for:

• Your child can tell an adult they need to use the toilet
• They can pull trousers/leggings up and down (with some help if needed)
• They’re happy to sit on the toilet/potty
• They can manage wiping practice (often still improving)
• They can wash hands with a prompt

When to start: look for readiness signs, not a birthday

The NHS advises that children usually show signs of readiness between 18 months and 3 years, but notes that each child is different and learns at their own pace. Their guidance sets out what to look for: your child noticing when they’re doing a wee or poo, being able to sit on a potty and get back up again, and starting to communicate when they need to go. By age 3, the NHS notes that 9 out of 10 children are dry most days — though even then, accidents are normal, especially when children are excited or absorbed in something else. By age 4, most children are reliably dry during the day.

If it’s feeling like a daily battle, that’s often a sign to slow down, reset, and try again in a few weeks with less intensity — the NHS is clear that you cannot force a child who isn’t ready.

A simple plan that works for busy parents

• Pick one routine moment (after breakfast, before bath) and make it predictable.
• Dress for success: leggings/joggers, easy underwear, avoid fiddly buttons at first.
• Tiny rewards: praise the effort (“You tried!”), not just the result.
• Neutral cleanup: accidents are information, not “naughty”.
• One clear script: “Your wee/poo goes in the toilet. Let’s try.”

On a personal level, I found that my children were keen to do what their peers were doing – if their cousins or ‘older’ friends were using a toilet, they wanted to do the same. So if you are lucky enough to have children around who are slightly older than your toddler, you could arrange supervised play dates so that your toddler sees the toilet or potty as a natural step in them growing up.

If it’s not clicking

Watch for constipation, fear of the toilet, or repeated distress. The NHS recommends speaking to your GP or health visitor if these are in the mix — they can refer you to a specialist clinic if needed. ERIC, the Children’s Bowel and Bladder Charity, also offers a free helpline (0808 801 0343) for families who need extra support.

Reception readiness isn’t about rushing. It’s about helping your child feel capable — and toileting is one part of that bigger picture: independence, communication, and confidence.