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

2.  https://www.youtube.com/watch?v=OdVHrh ElU5M https://www.youtube.com/watch?v=OdVHrh ElU5M

3.  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

4. (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/publicatio 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

5. 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

6. 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,

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

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

9. 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

10.  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-)

11.  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

12. 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’

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

14. 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?

15. 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 siblings @ the school), has attended inner city ECE centre full time since 12mths old.

16.  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?

17. 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

18.  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

19. 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 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. Peters, S. (2003). Theoretical approaches to transition. Early Childhood Folio 10, 21-25. 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