Early childhood education Early childhood education Information about working in or operating early childhood education services including outside school hours care. Early learning. Global Search. Early learning Transition to school. Home Teaching and learning Curriculum Early learning Transition to school.
Transition to school. Minister's address The Hon. Address from the Hon. Image: Strong and successful start to school— transition guidelines. Why is continuity of learning important? Where can families find further information? NESA's transition to school webpage Early childhood education and care directorate — Transition to school resources for parents and carers.
What are some examples of practice? Five schools share strategies they are using to support transition to school in unusual circumstances: Orange Grove Public School shares its approach to connecting with families through a Kindergarten Expo. Cessnock West Public School discusses preschool visits and using technology. Tarro Public School highlights its approach to using online platforms and phone interviews. Wahroonga Public School talks about its transition network and building strong links.
Scone Public School shares its approach to workshops and take-home packs. What professional learning and resources are available? The Early learning professional learning catalogue offers a range of professional learning for teachers and leaders to support a strong and successful transition to school for all children, including: Beginning school strong and successfully Collaborative partnerships supporting effective transition Conversations on transition with Sue Dockett and Bob Perry Transition to school statement.
This can make a difference on how a child views and lives a transition even from a young age. By extending your services to be able to listen to their families, you increase the chances that your students and staff will settle well. Equally, as some people in transition are likely to isolate themselves and see their surroundings as a threat, one of the roles for the school is to include them, and extend that helping hand.
At times, this can be done by creating a safe space in which all parties involved can feel heard, whilst at others, it is by creating school events that welcome everyone, and making sure to have staff that speak different languages and understand different cultures.
Create space and designate staff to listen. When stories are listened to from an empathetic point of view, we are not only welcoming them to our community. We are also opening our hearts to the joy of learning new things and embracing multiculturalism. That is the essential beauty of an international school! Understanding and accepting the difficulties of moving is part of the homework these families have to do. Warm and welcoming, as if it was a small family school. Everyone needs that little bit of extra support while in transition.
Our main goal is to support students and families to both stay, leave and settle in well. Every transition starts with saying goodbye for the ones leaving and prepares for the ones arriving. And, as Doug Otta says in his book. I am aware, through experience, of how lengthy this process can be. Also, I know I look for schools that have a team ready to make sure my family transition goes as smoothly as possible. I believe attachments and relationships are the two strongest pillars people cling to.
These pillars help them relate to their new reality. This is the most important lesson I have learned. To be able to support families and students, schools have to create a safe environment for every single student staying, leaving or arriving in their communities.
How can we do this? By uniting forces. Students, teachers, admin staff and families work together to keep the school running smoothly and our students happy and emotionally stable, so that they are able to learn and achieve their goals. We show them that they matter. The first step is to find out as a school where you are with your transition programmes, doing a realistic evaluation of your actions and politics in place. Regardless of the term adopted, the issue of transition from early years to primary school and then to secondary education has been the focus of much research Graham and Hill, ; Galton, Gray and Ruddock, A review of the literature has highlighted several common themes concerning transition from primary to secondary school and these are summarised below.
The research identified that one important indicator of a successful transition was the extent that children have more and new friendships and report higher self-esteem and greater confidence after their transition to secondary school.
The research suggests there is a need to help children develop their social and personal skills friendships, self-esteem and confidence. Using the PSHE Personal, Social and Health Education curriculum to develop these skills, as well as using the period after the KS2 national assessments as a key period to help prepare children could help both in the transition process, as well as the PHSE skills of older pupils. Mental ill health places an enormous burden on society, is the source of great suffering and often starts in adolescence.
Developmentally, adolescence is a period characterised by considerable flux and transition as young people leave their childhood behind and navigate towards independence, working to create a unique identity separate from parents and carers.
It is also a period when peers become more important influences.
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