EDUC7935 ACPD – Session 20 – Tue 9 th June 2015 Shiree Lee

 ElU5M ElU5M

 Discontinuities between ECE & school  Issues impacting on adjustment to  Stakeholders & stakeholder perspectives: ECE teachers, Primary teachers, parents/whānau & children  Designing & maintaining quality transition processes: Strengthening of partnerships & connections  Competent Child Study

(e-version or issued copy) –Peters, S. (2010).Literature review: Transition from early childhood education to school. Report to the Ministry of Education. Wellington: Ministry of Education. Retrieved from: ns/ece/78823 Dockett, S. & Perry, B. (2003). Children’s views and children’s voices in starting school. Australian Journal of Early Childhood 28(1)12-17

The Physical Environment  Size/scope, buildings, classroom/centre layout, Indoor & Outdoor space & access, facilities (i.e toilets, office, assembly),equipment, resources, routines (i.e lunch time, play time), food provision

The Curriculum  Te Whāriki & NZC, the role of play, choice in learning environment, focus/style and quantity of assessment, Work/play distinctions, orientation to literacy and numeracy, teacher/child driven,

The Staff  Number of teachers/support staff, gender, teacher interactions, hierarchy & positions, qualifications, level of verbal instruction, expectations of children’s participation, interaction & independence.

The Parental Involvement  Daily contact/information sharing opportunities, level of formality, expectations of support to child, Impact on delivery/curriculum

ECE  TOILETS - Open-plan, easy access from play area, uni-sex, small in size, supervised  LUNCH TIME – usually inside, food often cooked/provided/served on premises, teacher presence & assistance, time frame smaller/monitored NEW ENTRANT  TOILETS – location separate/near by, segregated, urinals for boys, doors/locks, unsupervised  LUNCH TIME – usually outside, some assistance but self-help/ monitoring required, Food often cooked/provided on premises, indoors, teacher presence & assistance, eating time is prior to long playtime - Losing peers, lack of toys & equipment, large space

 The number of transitional activities (including visits)  Gender  Relative age  Attendance (& quality ) at ECE service  Familiar playmate/Friendships Lunch time & resources  Parental knowledge & information (Based on research findings of Margetts, 1998, 2003; Peters,2000, 2003, 2004; Robinson, 2002, & Wylie et al, 1996-)

 Age at enrolment  Type of enrolment  The number of centres that a child may attend  Curriculum and Pedagogical differences between early childhood education centre and school.  Diversity of early childhood education services  Children with special educational needs  Children who are gifted

Positive transition processes * aim to reduce the discontinuities between ECE and school and respond to those factors that effect children’s adjustment. * not necessarily ‘programmes’

Who are the key stakeholders in the transition to school process?

You will be allocated the perspective of ONE of the 4 stakeholders:_____________ Your task is to ‘put yourself into the shoes’ of this stakeholder group in relation to the scenario/child given to you. In your group d discuss/consider the following questions:  What types of things would you want to know?  What types of things might you worry about?  What information might you require from others? When? In what form?  What aspects/factors might be most important to you? (What are your likely aspirations and goals?)  What aspects/factors might be least/less important to you? (What would the potential concerns be from your perspective?)  Are there any factors/ issues which might affect transition given the scenario details?  What information may others require of you?  How might you be involved? What are your own responsibilities in relation to supporting this transition?  Who else may need to be involved/informed about this transition? Why?

Scenario/Child 1 - Pike: Male, birth date Dec 9 th, Samoan born(EAL), eldest child in family, he has attended local public kindergarten although attendance has not been regular. Scenario/Child 2 - Lucy: female, birth date 7 th May, 3 rd child in family, (2 the school), has attended inner city ECE centre full time since 12mths old.

 The INDIVIDUAL perspectives, experiences, backgrounds and personalities of each will also vary, and therefore add complexity. Here are a couple of examples… (Read out your individual voice statement if given to you)  Individuals - record notes about possible implications this info might have on the transition/adjustment process Whole group discussion:  What are the implications here?  How does this help you to understand about the complex nature of transitions?

In order to strengthen the transition to school process, teachers in BOTH settings could consider the following 4 areas: List some examples and actions for each area that you/your setting could do to enhance the current transition to school process a) Curricula Connections b) Involving whānau c) Supporting children d) Professional Relationships

 You need to understand and explain The Key Competencies (NZC) and connections between ECE & primary curriculum.  You need to be able to describe some of the key differences (discontinuities between ECE & school – both physical and in relation to teaching/learning )  You need to be able to refer to some of the factors from research that impact on children’s adjustment to school  You need to understand the impact of learning theory on transitions (within centre and to school)  You need to have some knowledge of the application of subject content in ECE and link it to school learning

Dockett, S. & Perry, B. (2007). Transitions to school: Perceptions, expectations, experiences. Sydney, Australia: University of New South Wales. Dockett, S. & Perry, B. (2003). Children’s views and children’s voices in starting school. Australian Journal of Early Childhood 28(1)12-17 Margetts, K. (1999). Transition to school: Looking forward. Presented at AECA National Conference July, Darwin. Niesel, R. & Griebel, W. (2005).Transition competence and resiliency in educational institutions. International Journal of Transitions in Childhood. (1) Peters, S. (2010).Literature review: Transition from early childhood education to school. Report to the Ministry of Education. Wellington: Ministry of Education. Peters, S. (2003). Theoretical approaches to transition. Early Childhood Folio 10, Woodhead, M., & Moss.,P. (Eds). (2007). Early childhood and primary education: Transitions in the lives of young children. Early Childhood in Focus (2). Milton Keynes: Open University Wylie, C. & Hodgen, E. (2007). The continuing contribution of early childhood education to young people’s competency levels. Wellington: New Zealand Council for Educational Research