What is effective transition?

Transition  If it is to be successful, then it needs to be a process of co-construction through participation between the institution and the family communicating and working together (Griebel and Niesel, 2002, in Moyles, 2007)  Links to Bronfenbrenner (1979) and microsystem, mesosystem, macrosystem’s. Learning the culture of school is: “ a complex pursuit of fitting a culture to the needs of its members and of fitting its members and their ways of knowing to the needs of the culture.” (Bruner, 1996, p.43)

Ladd’s, 2003 (in Moyle’s, 2007, p.160) definition of success in school A child can be seen as successful in school/FE when she or he (a) develops positive attitudes and feelings about school and learning, (b) establishes supportive social ties with teachers (tutors) and classmates (c) feels comfortable and relatively happy in the classroom, rather than anxious, lonely or upset (d) is interested and motivated to learn and take part in classroom activities (participation, engagement), and (e) achieves and progresses academically each school year.

Teachers perspectives of transition  “While children, their families and their teachers are all key players in the transition process, teachers hold the ultimate power in the classroom.” (Jackson, 1987, in Fabian and Dunlop, 2002, p.87)  Graue, 1993 (in Fabian and Dunlop, 2002) considers how meanings are negotiated socially and then internalised individually  She found that teachers practices and beliefs differed in different settings and were shaped by the views of parents, teaching colleagues and others.  Teachers ideas are also influenced by school philosophy and organisation (which could include FE or HE)  Wider influences such as national curricula and assessment practices have led to pressure to ‘push down’ the primary school curriculum into early childhood  Thus what happens in practice is likely to be dependent, not only on teachers beliefs and influences, but also moderated by a range of contextual factors.  What do you think these contextual factors are?

Challenges to educators  Sometimes schools/nurseries/FE establishments are fed by a number of settings often with a range of organisational systems  Pedagogical differences between services also raise a challenge for teachers who expect children to be ready for school (Primary and Secondary) (Brostom, 2002, Moyles, 2007)  This could also be the case for the transition between FE and HE  Multiple communications  Social and cultural issues  Familiarisation issues  Can you add anymore?

Teachers tv dvd – firm foundations  Watch the video of how a school has incorporated PE to help with the transition from reception to Year 1  What are your views on this?  How do you feel this has helped the children with the transition process?  What are the benefits from the teachers perspective?

Parents and transition  The relation between school and its context is historically, culturally and socially formed in a tradition, a picture of what school is about.  School and schooling still have a major role in how the society is formed and the extent to which it is segregated or integrated.  School therefore is a powerful institution  The ‘Every Child Matters’ (DfES, 2004) agenda and EYFS (DfES, 2008) in England states how parents need to be involved and as professionals we need to empower them (Fabian and Dunlop, 2004)

Parents and transition  It could be argued that since the introduction of the NC and more parental choice relationships between parent and teachers have become more uncertain and contentious (Moore and Lasky, 1999, in Fabian and Dunlop, 2004, p.77)  In a Canadian study it was concluded that parents have become more questioning and critical about issues of curriculum, the quality of instruction and practices used to assess and evaluate their children.  Video – Swedish approach to education video Video – Swedish approach to education video

Parents and transition  In your groups think about these questions?  What as professionals can we do to help parents with their children during transition?  What are the benefits of involving parents in this way?  What challenges does it present?

Children and transition – transition programmes  Transition programmes are variously identified as strategies and procedures for ensuring the smooth placement and adjustment of children to school  An investigation of processes in the planning of effective transition programmes characterised by low levels of child distress and high levels of teacher and parent satisfaction revealed the following key elements: Collaboration with other people/services, clear goals and objectives, understanding of the challenges facing children, written plans and strategies and evaluation (Fabian and Dunlop, 2004, chapter 9)

Children/Young adults and transition To aid the transition it may be helped if they have;  A good knowledge of their classroom and some knowledge of the building  And knowledge of their teacher and the way they think  An understanding of the language of the setting  An idea of the nature of activities that take place Strategies to make friends  A sense of the culture of the classroom.  Can you add anymore?  aspx?oid= &type=webfolio aspx?oid= &type=webfolio

Children and Young adults and transition  Read the article by White and Sharp (2007) and Tobbell. O’Donnell and Zammit (2010) on transfer to HE  What were the key points from the research context?  What methods did they use?  What were the key findings?

plenary  What have you learned about parents and children’s perceptions of transition?  Write down questions to ask children’s centre manager and teacher for next week  Brooker (2008) dip in  Fabian and Dunlop (2004) chapters 6, 8 and 10  Depending on you chosen curricula/age group read; ‘Early School Transfer :Teacher Voices,’ ‘Exploring Transition to PG study,’ ‘The Transition from Primary to Secondary’ and ‘How Children Make Sense of Transition From R to Y1 and dip into Fabian and Dunlop (2007) and Brooker (2008)