School Update Network Meeting – Summer 2013 Effective Transition “The Committee also recommends that State parties pay greater attention to, and actively support, a rights-based approach to early childhood programmes, including initiatives surrounding transition to primary school that ensure continuity and progression, in order to build children’s confidence, communication skills and enthusiasm for learning through their active involvement in, among others, planning activities.” United Nations Committee on the Rights of the Child, 2005 states that:

“The transition from preschool to school is an important moment for many young children. It can be a stimulus to growth and development, but if too abrupt and handled without care it carries – particularly for children from disadvantaged backgrounds – the risk of regression and failure. Transition to school generally has a highly positive connotation for young children. Young children desire to move forward and the challenge of transition can be deeply motivating for them. For this reason, educators may be encouraged to use the transitions in children’s lives far more positively, with greater insight into their potential, rather than seeing transitions as problematic for every child.” Taken from: “Early Childhood and Primary Education” series 2 from The Open University - “Early Childhood in Focus 2 - Transitions in the Lives of Young Children” - Martin Woodhead and Peter Moss

“School readiness” - refers not just to children, but to families, schools, PVI settings, the wider community. Can lead to downward pressure on the early years sector – preparing children for school learning Alternative view – encourages upward influence of EYFS and early childhood practices to first years of school 3 rd view proposes a “pedagogical meeting place founded on a strong and equal partnership” Taken from: “Early Childhood and Primary Education” series 2 from The Open University - “Early Childhood in Focus 2 - Transitions in the Lives of Young Children” - Martin Woodhead and Peter Moss

Questions for consideration: –what are the key characteristics of schools that are ready for children? –to what extent can families and communities influence positive early transitions? –how are transitions monitored? –what are the most significant obstacles affecting families’ ability to support their children to make successful transitions through early childhood and primary education? Taken from: “Early Childhood and Primary Education” series 2 from The Open University - “Early Childhood in Focus 2 - Transitions in the Lives of Young Children”