1. Session 4 6cf010 What is effective transition?

2. By the end of this session we will have;  Analysed and reflected upon literature in relation to effective transition from multiple perspectives  Investigated the practicalities of children experiencing multiple transitions Learning outcomes

3. 1.What are the major challenges to children starting an early years setting? 2.What are the challenges in children moving from Foundation Stage to key stage 1 to key stage 2? What about transitions from before/after school clubs, pre school, nurseries and childminders etc 3.Are these challenges different depending on the age of the child? 4.Brainstorm in your groups 5.feedback Question?

4. 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 a setting 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) Transition

5. A child can be seen as successful in school 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. Ladd’s, 2003 (in Moyle’s, 2007, p.160) definition of success in school

6.  “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/practitioners 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  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/practitioners beliefs and influences, but also moderated by a range of contextual factors. What do you think these contextual factors are? practitioners perspectives of transition

7.  Sometimes schools/nurseries/children centres 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 (Brostom, 2002, Moyles, 2007)  Multiple communications  Social and cultural issues  Familiarisation issues Can you add anymore? Challenges to practitioners

8.  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 practitioners perspective? Teachers tv dvd – firm foundations

9.  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;2012;2014) in England stated/s how parents need to be involved and as professionals we need to empower. (Fabian and Dunlop, 2004) Parents and transition

10.  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. Parents and transition

11.  In your groups think about these questions:  What as practitioners 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?  https://www.gov.uk/government/publications/early- years-foundation-stage-to-school-transition-project https://www.gov.uk/government/publications/early- years-foundation-stage-to-school-transition-project Parents and transition

12.  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 and transition – transition programmes

13. 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? Children and transition

14.  Read the seminar paper on the role schools and communities in children’s school transition from Australia  What did the research aim to do?  What were the research problems?  What were the key questions?  What were the research results?  What can we conclude?  Compare your notes with a partner for feedback. Seminar task

15.  The Organisation for Economic country development (OECD) 2006 has reviewed 22 countries and their education systems  School, starting age influences the timing and nature of children’s transitions  There is currently some debate concerning the appropriate age for children to start school. What are your views on this? What skills do children need to be able to have effective transitions? The wider/global context

16.  What have you learned about parents and children’s perceptions of transition?  OOCA: read article on children’s perceptions of transition…  Brooker (2008) dip in this is an ebook  Fabian and Dunlop (2004) chapters 6, 8 and 10  http://www.foundationyears.org.uk/wp- content/uploads/2011/10/Seamless_Transition.pdf http://www.foundationyears.org.uk/wp- content/uploads/2011/10/Seamless_Transition.pdf  http://www.educationengland.org.uk/documents/pdfs/2009-IRPC-final- report.pdf see chapter 4. http://www.educationengland.org.uk/documents/pdfs/2009-IRPC-final- report.pdf plenary

17.  Brooker, L (2008) Supporting transitions in the early years. Maidenhead: McGraw-Hill Open University Press.  Fabian, H and Dunlop, W.A (2002) Transitions in the Early Years: debating continuity and progression for young children in early education. London : Routledge  Moyles, H (2007) Early Years Foundations – meeting the challenge. McGraw-Hill Open University Press : Maidenhead.(ebook)  OECD (2006) Five Curriculum Outlines: Starting strong Curricula and Pedagogies in Early Childhood Education and Care. [Accessed: 15/02/15].http://www.oecd.org/dataoecd references