1. EDUC7935 Sessions 9 & 10. Tuesday 21 st April 2015 Helen Aitken

2. “Increasingly, young children are faced with negotiating a series of pathways, transitions and border crossings during their early childhood ” (Woodhead & Moss,2007, p. 8).

3.  Part 2 Intro & overview – Schedule, Lecturers, Reading booklet, Lit Review loans, related in-class assessment (open-book)  Defining transitions, types of transitions  Own memories & experiences of transitions  Boundary Encounters – supporting the process  Te Whāriki and the New Zealand Curriculum (NZC)– a quick comparison including The Key Competencies  Discontinuities between ECE & School  An intro to the issues – Mock panel discussion

4. Reading 1  Fabian, H. (2007). Informing transitions. In A-W. Dunlop and H. Fabian (Eds.)Informing transitions in the early years: research, policy and practice. Maidenhead : McGraw-Hill/Open University Press Reading 2 –ECE Educate website http://www.educate.ece.govt.nz/learning/exploringPractice/Transitions.aspx http://www.educate.ece.govt.nz/learning/exploringPractice/Transitions.aspx Reading 3  Hartley, C., Rogers, P., Smith, J., Peters, S., & Carr, M. (2012). Crossing the border: A community negotiates the transition from early childhood to primary school. Wellington: NZCER Press Reading 10 (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: http://www.educationcounts.govt.nz/publications/ECE/98894/Executive_Summ ary

5.  Transition: “movement, passage, or change from one position, state, stage, subject, concept, etc., to another; change: the transition from adolescence to adulthood” (Oxford Dictionary).  “A transition is likely to involve a change of culture and status” (Fabian, 2007, p.7)  “Effective transitions are a function of communication of all participants and of co- construction” (Dunlop & Fabian, 2007, p. 10)

6. Human development can be characterised as a series of transitions:  Birth  Babyhood / toddler / young child/ Adolescence/ teen/adult  Developing relationships  Promotion and job changes  Marriage/civil partnerships  Parenthood  Getting older  Retirement  Disability and death

7.  Into ECE (from home)  Transitions within routines  Between areas/age-groups  Between centres/services  To school/between schools  To High school  To Tertiary/Apprenticeships  To work Critiquing the theoretical positions – what about children with special needs? From different cultural backgrounds? Different ECE contexts – ie bilingual/immersion

8. Small Group Task (10 min) : 1. You are moving to/travelling to a new country What will you need & why? What would help you settle? What would restrict your ability to adjust/settle easily?

9.  “…as children move from an early childhood setting into school, this involves crossing both a physical and a cultural ‘border’. This is both a symbolic as well as a literal change of environments. It is a time of change for children and their families, and as such it offers up many opportunities, but also dilemmas and challenges that must be faced” (Hartley, C., Rogers, P., Smith, J., Peters, S., & Carr, M, 2012, p. 1).

10. Memories of your own transition/s  Share your memories of a transition that you have experienced.  What do you remember feeling? What helped or hindered you at this time?

11.  1. Review the key headings in the chapter reading Informing Transitions (Fabian, 2007). Mark * areas to come back to & read in your own time.  Also see questions for policy-makers p. 12 Principles of Te Whāriki – reflecting on transition  Refer to handout – source ECE Educate  Consider ideas/examples for each question

12.  A boundary divides or separates. It is a place of division between what is familiar, and what is unknown. A boundary is also a place for connecting: being simultaneously part of both sides. Encounters at the boundary can lead to useful re-constructions of those boundaries offering a purposeful ground for learning and development  …organizational boundaries are often understood as a source for sense making and identity constitution, allowing for the attribution of reputation… Pennings & Kyungmook, 1999, cited in Keruso, H. (2001). Boundary Encounters as a Place for Learning and Development at Work. Outlines, 1, 43-51.

13. Small Group Task (10 min) : 1. You are moving to/travelling to a new country What will you need? What would help you settle? What would restrict your ability to adjust/settle easily? 2. Transition across age groups within an ECE centre What is expected of teachers? (roles/responsibilities) What is expected of whanau/parents? (roles/responsibilities)\ How are they supported – by whom?

15. Te Whāriki states: “The early childhood curriculum provides a foundation for children to become confident and competent and, during the school years, to be able to build on their previous learning” (Ministry of Education, 1996, p. 93) The New Zealand Curriculum states: “This new stage (transition from early childhood to school) in children’s learning builds upon and makes connections with early childhood learning & experiences” (Ministry of Education, 2007, p. 41)

16. Discuss ONE example of a key competency “in action” within an ECE learning experience – what might this look like in practice? Diagram: Ministry of Education, 2007, p42 Take a look @ http://keycompetencies.tki.org.nz/ for more examples and explanations of the key competencies http://keycompetencies.tki.org.nz/

17. Via www.parents.education.govt.nzwww.parents.education.govt.nz ECE education in NZ – moving onto school http://parents.education.govt.nz/early-learning/your-child-at-ece/moving- on-to-school/ Primary education in NZ – enrolling & starting your child http://parents.education.govt.nz/primary-school/your-child-at- school/enrolling-and-starting-your-child-at-school/ Learning at School – the key competencies http://parents.education.govt.nz/primary-school/learning-at- school/developing-key-competencies-needed-for-life/

18.  Find /fold out the Learning Areas at the back of the NZC document  You will be given 1 to examine. Look at level 1.  How different/similar is this to what happens in ECE?  Where are the possible connections with Te Whāriki?

19. Improving transitions to school is a key goal in:  Ka Hikitia : The Maori Education strategy  Pasifika Education plan  Pathways to the future: Nga huarahi arataki  10 year vision from Office of Children’s commissioner

20. “For Ka Hikitia – Accelerating Success to be successful, key stakeholders must form productive partnerships where there is an ongoing exchange of knowledge and information, and where everybody contributes to achieving the goals. A productive partnership starts by understanding that Māori children and young people are connected to whānau and should not be viewed or treated as separate, isolated or disconnected. Parents and whānau must be involved in conversations about their children and their learning”. (Ministry of Education, 2013 p.3- summary doc). “Ka Hikitia – Accelerating Success identifies the importance of supporting Māori students during times of transition in their educational journey…” (Ministry of Education, 2013 p.4- summary doc)

21. (Early Learning Actions) - The focus is on increasing participation in quality early learning and building a strong foundation for life-long education The Ministry of Education and Education Partner Agencies will:  Improve information collection to identify vulnerable Pasifika children.  Introduce new approaches to engage parents, families and communities (PFC) with ECE for example through Supported Playgroups and the Engaging Priority Families initiative.  Change funding policies to incentivise better support for and participation by Pasifika learners.  Gain support from schools to identify and engage Pasifika learners under six;  effectively transition and support Pasifika learners into English medium schooling using language acquisition strategies, such as strengthening learners’ first languages, as a foundation for learning English;  plan for Pasifika children with no ECE experiences before enrolling at school.

22. The 2002 document Pathways to the future: Nga huarahi arataki. A 10 year strategic plan for early childhood education, included reference to improved knowledge and communication between our two sectors. In a section on enhancing the coherence of education between birth and eight years the following strategies were suggested:  promoting better understanding between ECE teachers and primary teachers about the links between Te Whāriki and the New Zealand Curriculum (then Framework)  promoting better understanding between ECE teachers and primary teachers about the pedagogical approaches in ECE and schools  distributing information about effective transition from ECE to school practices. (Ministry of Education, 2002, p. 17)

23.  This aim for early childhood and school teachers to have greater understanding of what happens in the other sector is reflected internationally.  However, achieving such understandings is not always easy. New Zealand researchers Timperley, McNaughton, Howie & Robinson (2003, p. 55) found that “despite a commitment to collaborate, teachers from the two sectors (ECE and primary) had very different expectations of each other and most were dissatisfied with the current arrangements”.

24.  While you listen or read, highlight the issues underpinning the various points of agreement and disagreement- what are they?  We will pause at various points to discuss in small groups  What is critical analysis? Consider and adopt different perspectives and points of view.  Explore the grey, not the black & white!  Look for examples of ‘best practice’ in the literature – what theoretical perspective do they represent? Who benefits? EXPLORING PERSPECTIVES – CON CONNECTIONS BETWEEN ECE & SCHOOL. The following panel/interview conversation has been developed using extracts from an article written by Jude Barback (March 2014) entitled ‘The Transition between ECE and School’. The views expressed have been edited and adapted and are originally attributed to a smaller range of people. Source : http://www.educationreview.co.nz/magazine/march-2014/the-transition-between-ece-and- school/#.VR9AvOEprYShttp://www.educationreview.co.nz/magazine/march-2014/the-transition-between-ece-and- school/#.VR9AvOEprYS

25.  In NZ – the age compulsory school entry is 6yrs  Transition to school programmes described in overseas literature usually relate to groups of children starting together rather than continuous enrolment.  NZ children are relatively young on school entry compared to other Western countries – only 4 out of 56 countries had a school entry age of < 6yrs. “indicated no benefit from early entry to formal schooling and some potentially negative consequences for children's long-term success” (Peters, 2010, p 7)  Timing of child’s birthday often determines the size of class – can result in further transitions

26. "Hard Evidence: at what age are children ready for school?" http://theconversation.com/hard-evidence-at- what-age-are-children-ready-for-school-29005 http://theconversation.com/hard-evidence-at- what-age-are-children-ready-for-school-29005 By David Whitehead Senior Lecturer in Psychology & Education – University of Cambridge Spokesman for the ‘Too much too soon’ campaign in the UK

27. 1. 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 2. 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,

28. 3. The Staff  Number of teachers/support staff, gender, teacher interactions, hierarchy & positions, qualifications, level of verbal instruction, expectations of children’s participation, interaction & independence. 4. The Parental Involvement  Daily contact/information sharing opportunities, level of formality, expectations of support to child, Impact on delivery/curriculum

29. 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, closed dispensers, 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

30.  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-)

31.  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

32. 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’

33. Your next related session is Tue 12 th May – after the semester break (Ken). This session, and others relate to the Learning Areas of the New Zealand Curriculum and are aimed to increase your content/subject knowledge about a particular Learning Area (e.g Science, Mathematics) AND give you an understanding of how you might support children’s transition to school in relation to this area. Please bring copies of Te Whariki and the New Zealand Curriculum to each session

34.  Reading 7 Peters, S. (2003). Theoretical approaches to transition. Early Childhood Folio, 7, 8-13 PLEASE READ PRIOR & BRING COMPLETED READING DISCUSSION SHEET TO SESSION

35. E te Atua Kia ora ra Mo to manaaki kia matou I tenei wa Ma to awhina Ma to Aroha Whakapainga matou katoa We thank our Guardian(s) For your care and protection over us Through your support and your love and compassion We have been sustained

36. Carr, M (2006). Learning Dispositions and Key Competencies: a new curriculum continuity across the sectors? Early Childhood Folio 10, 21-25. Fabian, H. (2007). Informing transitions. In A-W. Dunlop and H. Fabian (Eds.)Informing transitions in the early years: research, policy and practice. Maidenhead : McGraw- Hill/Open University Press Hartley, C., Rogers, P., Smith, J., Peters, S., & Carr, M. (2012). Crossing the border: A community negotiates the transition from early childhood to primary school. Wellington: NZCER Press Ministry of Education. (2013). Ka Hikitea Accelerating Success 2013-2017. The Māori Education Strategy. Ministry of Education. Ministry of Education. (2013). Pasifika Education Plan 2013-2017.Ministry of Education Margetts, K. (1999). Transition to school: Looking forward. Presented at AECA National Conference 14-17 July, Darwin. Niesel, R. & Griebel, W. (2005).Transition competence and resiliency in educational institutions. International Journal of Transitions in Childhood. (1). 4-11. Peters, S. (2010).Literature review: Transition from early childhood education to school. Report to the Ministry of Education. Wellington: Ministry of Education. 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