An occupational therapist's guide to kindergarten readiness — simple, playful activities you can try at home with things you already have.
School readiness isn't one single skill — it's a mix of physical, sensory, thinking, communication, emotional and self-care skills that help your child join in with classroom and playground life.
Toileting, handwashing, dressing, eating and looking after belongings.
Drawing, colouring, cutting and using small classroom tools.
Running, jumping, climbing, balancing and moving through playground spaces.
Listening, starting a task, staying with it, and following simple instructions.
Expressing needs, answering questions, asking for help and understanding directions.
Waiting, taking turns, sharing space, joining in play and responding to others.
Coping with frustration, transitions, separation and changes in routine.
Knowing what helps your child feel calm, alert and ready to take part.
Use these ages as a rough guide, not a test. A younger child might enjoy an older activity with your support — and an older child might need an easier version while they build a skill.
Short turn-taking games, simple clean-up routines, dressing practice, playdough, obstacle courses, naming feelings, carrying a small bag.
Following 2-step directions, lunchbox routines, cutting playdough, drawing shapes, pretend school, waiting games, simple calming strategies.
School role-play, packing and unpacking a bag, opening containers, toilet routines, pencil and scissor practice, listening games, transitions.
Completing short routines independently, organising belongings, following 2–3 step directions, problem-solving and flexible thinking.
Pick a few activities that match what your child needs right now. Short, successful practice beats a long session that turns stressful — tap any activity to open it up.
You'll need: pillows, chairs, books, paper, a bag.
How to play: set up a mini classroom. Practise saying hello, sitting for a short activity, listening to "the teacher," packing away, and moving on to the next thing.
Builds: sequencing, attention, transitions, social skills and confidence.
Tip: start with 5 minutes, then add another routine as your child is ready.
You'll need: backpack, lunchbox, drink bottle, small toys or books.
How to play: ask your child to pack 3–5 items, carry the bag, find an item, then pack everything away again.
Builds: planning, coordination, organisation and independence.
Tip: use picture cues or a simple checklist if your child needs extra support.
You'll need: lunchbox, containers, everyday snacks.
How to play: practise opening and closing containers, unwrapping food, drinking from a bottle, and packing rubbish away.
Builds: fine motor skills, hand strength, and mealtime independence.
Tip: start with easy containers and work up to school-style lids.
You'll need: t-shirt, jumper, pants, socks, shoes.
How to play: practise putting clothes on and taking them off, turning items the right way, managing fasteners, and putting things in their place.
Builds: dressing independence, motor planning and coordination.
Tip: lay clothes out in order and use simple steps: "inside — pull — check."
You'll need: soap, towel, step stool if needed.
How to play: practise the sequence — go in, toilet, wipe or flush, wash and dry hands, return to what you were doing.
Builds: sequencing, hygiene and routine independence.
Tip: a simple picture sequence beside the sink or toilet can help.
You'll need: household objects or toys.
How to play: give instructions like "touch the ball, then bring me the spoon." Add more steps as your child improves.
Builds: listening, working memory and following directions.
Tip: reduce background noise and add gestures if needed.
You'll need: paper, child-safe scissors, scrap cardboard.
How to play: cut along lines, snip paper, make a collage, or cut around simple shapes.
Builds: hand strength, coordination and tool use.
Tip: use thicker paper and straight lines before moving to curves.
You'll need: playdough, bottle, spoon, fork, cookie cutters.
How to play: roll, pinch, squeeze and flatten to make pretend school items like pencils, apples or letters.
Builds: hand strength, dexterity and imaginative play.
Tip: hide small safe objects inside for supervised finding and pinching.
You'll need: paper, crayons, pencils, chalk.
How to play: draw people, roads, shapes and patterns. Encourage copying lines, circles and crosses when your child is ready.
Builds: pencil control and early classroom skills.
Tip: a comfortable grip matters more than a perfect shape.
You'll need: cushions, pillows, tape, boxes.
How to play: step over cushions, crawl under a table, walk a taped line, and carry a soft object to a target.
Builds: balance, body awareness and confidence.
Tip: keep the path clear and supervise closely.
You'll need: open floor space.
How to play: use "go," "stop," "slow," "freeze" and "change direction," adding a movement like jumping or marching.
Builds: self-control, listening and motor planning.
Tip: "Red light, green light" is an easy way to make it playful.
You'll need: a ball, blocks, or a simple board or card game.
How to play: practise "my turn / your turn," waiting, asking for a turn, and coping when the game doesn't go as planned.
Builds: social skills, flexibility and emotional regulation.
Tip: start with very short waits and build up gradually.
You'll need: paper, a mirror, crayons.
How to play: draw or copy happy, sad, worried, angry and calm faces, and talk about body clues and what might help.
Builds: emotional vocabulary and self-awareness.
Tip: ask, "what could your body do to feel ready again?"
You'll need: a box or basket, cushion, paper, a favourite quiet item.
How to play: put together calming choices — drawing, a quiet book, slow breathing, squeezing a cushion, or a movement break.
Builds: self-regulation and the habit of choosing a strategy.
Tip: teach the strategies when your child is calm, not mid-meltdown.
You'll need: toys, baskets or boxes.
How to play: give a short instruction — "find all the blocks and put them in the box" — and try sorting by type or colour.
Builds: organising, categorising and following directions.
Tip: only use a timer if your child enjoys it — speed isn't the goal.
You'll need: coins, pegs, paper, containers, bottle lids.
How to play: move pegs, sort objects, post coins into a slot, screw and unscrew lids, and pick up small items with fingers or tongs.
Builds: finger strength, dexterity and precision.
Tip: use age-appropriate items and supervise small objects.
You'll need: a favourite picture book.
How to play: read together and ask "who?", "what?", "where?" or "what happens next?" Let your child retell parts of the story.
Builds: listening, language, memory and discussion skills.
Tip: keep questions simple and allow thinking time.
You'll need: bag, shoes, a door, a visual timer or clock.
How to play: practise a mini routine — finish play, pack away, shoes on, bag on, say goodbye, move to the next activity.
Builds: transitions, sequencing and flexibility.
Tip: repeat the same short routine so it becomes predictable.
Starting school can bring excitement, worry, tiredness or big feelings — all at once. Regulation grows through practice and a supportive relationship, not all at once.
Regulation is about helping your child reach a state where they're ready to take part. A child who feels overwhelmed may need connection, fewer demands, movement, quiet, or sensory support before they can listen or learn.
Some children do best with movement or sensory play before activities that need sitting still, listening, or fine motor control.
Choose activities that are safe and enjoyable for your child. Never force a sensory experience. Supervise climbing, water play, and anything involving small objects.
Tick off the skills your child is beginning to practise. This list is for planning and conversation — it isn't a test, and it isn't a diagnosis.
You don't need a special "school readiness" session. Everyday routines are already full of chances to practise.
Follow your child's interests, keep it playful, and praise effort and problem-solving — not just getting it "right."
Consider talking with your GP, paediatrician, early childhood educator, teacher, or an occupational therapist if you notice: