Transition is important; an effective transition to school can have a significant impact on children’s entry to Kindergarten. Access to quality prior to school practices influences children’s success at school. Social and emotional adjustment is the biggest predictor of children’s success at school. Every early childhood service is required under the National Quality Standard: No 6 to demonstrate how they support the transition to school and continuity of learning for each child ACECQA, 2011). The Australian Curriculum highlights the importance of acknowledging the learning that children bring to school and planning learning experiences that make connections with existing development including that from home (ACARA, 2010, p. 16). Transition is not orientation. Transition to school is not an event or a point in time that we check off – it is a process and it takes time. Orientation is the giving of information to parents and children. Children, whose teachers take time to get to know them, affirm their culture, recognise and build on their prior learning, and see promise rather than deficits, reflect many of the features of a successful transition that will support their learning. (Peters, 2010). The NSW Quality Transition to School framework is based on the 5 principles for children’s learning from the EYLF. Transition is viewed as a process starting prior to school and into school where children and families feel a sense of belonging at school and teachers recognise the importance of this sense of belonging for a successful transition to school. This framework highlights the elements of a quality transition to school with strategies to support each indicator of the principle.
Building on children’s prior and current experiences helps them to feel secure, confident and connected to familiar people, places, events and understandings. Children, families and early childhood educators all contribute to successful transitions between settings. In partnership with families, early childhood educators ensure that children have an active role in preparing for transitions. They assist children to understand the traditions, routines and practices of the settings to which they are moving and to feel comfortable with the process of change. Early childhood educators also help children to negotiate changes in their status or identities, especially when they begin full-time school. As children make transitions to new settings (including school) educators from early childhood settings and schools commit to sharing information about each child’s knowledge and skills so learning can build on foundations of earlier learning. Educators work collaboratively with each child’s new educator and other professionals to ensure a successful transition. (ACARA, 2010).
The EYLF supports children’s successful transition to school in Learning Outcome 2.1: Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation. The Educator’s Guide to the EYLF (COAG, 2010) states that educators promote this learning by:
Building on children’s prior and current experiences helps them to feel secure, confident and connected to familiar people, places, events and understandings. Children, families and early childhood educators all contribute to successful transitions between settings. In partnership with families, early childhood educators ensure that children have an active role in preparing for transitions. They assist children to understand the traditions, routines and practices of the settings to which they are moving and to feel comfortable with the process of change. Early childhood educators also help children to negotiate changes in their status or identities, especially when they begin full-time school. As children make transitions to new settings (including school) educators from early childhood settings and schools commit to sharing information about each child’s knowledge and skills so learning can build on foundations of earlier learning. Educators work collaboratively with each child’s new educator and other professionals to ensure a successful transition. (ACARA, 2010).
The EYLF supports children’s successful transition to school in Learning Outcome 2.1: Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation. The Educator’s Guide to the EYLF (COAG, 2010) states that educators promote this learning by:
- promoting a sense of community within the early childhood setting.
- building connections between the early childhood setting and the local community.
- providing opportunities for children to investigate ideas, complex concepts and ethical issues that are relevant to their lives and their local communities.
- ensuring that children have the skills to participate and contribute to group play and projects.
- planning opportunities for children to participate in meaningful ways in group discussions and shared decision-making about rules and expectations.
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References
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2010). The Shape of the Australian Curriculum. Sydney, NSW: ACARA Copyright Administration.
ACECQA. (2011). Guide to the National Quality Standard. Retrieved 25/8/16, from http://ccccnsw.org.au/wp-content/uploads/guide-to-the-national-quality-standard.pdf
Council of Australian Governments [COAG]. (2009). Belonging, being & becoming: The Early Years Learning Framework for Australia. Canberra: Australian Government Department of Education, Employment and Workforce.
Council of Australian Governments [COAG]. (2010). Educators Belonging, being & becoming: Educators’ Guide to The Early Years Learning Framework for Australia (Educator’s Guide). Canberra: Australian Government Department of Education, Employment and Workforce.
Clips/Links:
Early Childhood Australia (2013). Transition to School – Introduction. Retrieved 25/8/16, from https://youtu.be/M7HazHgyH7s
Early Childhood Australia (2013). Transition to School Trailer. Retrieved 25/8/16, from https://youtu.be/q1cpvapnk0E
Peters, S. (2010). Literature Review: Transition from Early Childhood Education to School. Retrieved 25/8/16, from https://www.educationcounts.govt.nz/publications/ECE/98894/Executive_Summary
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2010). The Shape of the Australian Curriculum. Sydney, NSW: ACARA Copyright Administration.
ACECQA. (2011). Guide to the National Quality Standard. Retrieved 25/8/16, from http://ccccnsw.org.au/wp-content/uploads/guide-to-the-national-quality-standard.pdf
Council of Australian Governments [COAG]. (2009). Belonging, being & becoming: The Early Years Learning Framework for Australia. Canberra: Australian Government Department of Education, Employment and Workforce.
Council of Australian Governments [COAG]. (2010). Educators Belonging, being & becoming: Educators’ Guide to The Early Years Learning Framework for Australia (Educator’s Guide). Canberra: Australian Government Department of Education, Employment and Workforce.
Clips/Links:
Early Childhood Australia (2013). Transition to School – Introduction. Retrieved 25/8/16, from https://youtu.be/M7HazHgyH7s
Early Childhood Australia (2013). Transition to School Trailer. Retrieved 25/8/16, from https://youtu.be/q1cpvapnk0E
Peters, S. (2010). Literature Review: Transition from Early Childhood Education to School. Retrieved 25/8/16, from https://www.educationcounts.govt.nz/publications/ECE/98894/Executive_Summary