DECSCONTINUITY OF LEARNING AND TRANSITION PROJECT

Sue Emmett Curriculum Manager First Years of School

Australian Curriculum

National Reform AgendaWhy ……. Why Now?

Universal Access…. EYLF…National Quality Standard

Melbourne Declaration …..Australian Curriculum…National Assessment…My School…. Single intake

How do our (transition) practices honour each child and support them

to attain their full potential?

About the project

• 10 partnership of sites: prior to school and school

• Range of service types

• Range of settings and complexities

• Educator release - short time frame

Project Aims• Educators in both settings

– Become familiar with both Belonging, Being and Becoming and Australian Curriculum/TfEL

– Build on understandings of pedagogical connections between prior-to-school and reception

– Consider the impact of both curricula on continuity of learning for children

– Provide advice about support for educators in using new curricula

“Transitions……are about movement, change , continuity or discontinuity.

Transitions are points of vulnerability and possibility. They can be stressful or calming, points for positive growth or for setbacks. If children …..are to feel secure, it is essential

that transitions are given careful consideration in order for them to be

positive.”

Educational Leadership…Rethinking Transition To School

• 10%-20% of children experience significant concerns, adjustment difficulties & distress

• “Adjustment to the first year of school and the patterns of behaviour & achievement that are established….have important implications for future academic & social success.”

“…The growing interest ….is based on the idea that transition may cause social and emotional turmoil as well as discontinuities for children.”

Griebel & Nielsen 2003

Successful transition is important for children’s wellbeing and their cognitive development

In the past……. Focus on school practices -• raising entry age, • transition classes, • retention in preschool • compensatory school programs• Events at the end of preschool or beginning of

year to orientate children & families to new context - Transition Programs

What does research tell us?

Today…Transition is viewed more as an extended

complex process involving:

• Continuity of children’s experience

• Partnerships with stakeholders

• System coherence Petriwsky, Thorpe, & Tayler

What does research tell us?

• differences between curriculum & teaching approaches

Margetts 2002

• “…nothing magical happens to children's brains – so there is a strong case for seeking greater alignment between early years services and school curricula with a more gradual introduction to structured learning”

Walker 2007 in Kauerz 2007

Major sources of discontinuity

Major sources of discontinuity

• Communication – often based on different expectations

- E.g. “school readiness” seen as a quality in the child.

- Assumes it is the responsibility of the prior to school setting to prepare children for school rather than the collective responsibility of families, early years services, communities and schools to be ready

Major sources of discontinuity

• Lack of positive reciprocal relationships across the early childhood / school divide

• Effective transition depends on how well the school culture is understood by children, parents and family

What does research tell us?

Effective Transition to school programs• Establish positive relationships • Facilitate each child’s development• Differentiate between “orientation” and “transition”• Supported by dedicated resources• Involve a range of stakeholders• Are well planned & evaluated• Are flexible & responsive • Are based on mutual respect • Involve reciprocal communication • Take into account contextual aspects of community

individual families & children within the community Dockett & Perry 2001a

DiscussionTalk about these elements of effective transition to school programs in relation to your site/s.

And…..What is working well – who does it work for? What data do you have?What might need rethinking?

FRAMING QUESTIONS TO THINK ABOUT

Who decides?What connections are made?What information is sought/ shared?What resources?Flexibility/Responsiveness?Evaluation?

What impacts on practice?

Participants often had shared philosophy as to best practice to support young learners

• “Formal” education begins on entry to school• Parent and community expectations• Physical environment• Relationships…family & setting• Opportunities for children to follow

interests/make choices

Supports for Continuity

• Ongoing relationships

• More than single events/orientation

• Working in partnership with families/children

• Regular exchange of relevant information

Challenges to Continuity

• Transition to school not being a priority

• Achieving genuine partnerships with families

• Recognising, understanding & valuing children’s prior experience

• Difference in learning environments

• Access to & relationships with adults

Emerging Themes

The importance of

• Relationships

• Communication

• Play based pedagogy

• Ongoing reflection on continuity of learning and transition practices

Advice

We have an opportunity to refocus:• Opportunities to engage in joint

professional learning - more than content• Strengthen understandings of pedagogical

practice • Continuity of Learning & Transition

system/regional / site priority• Resources allocated• Flexibility

Phase two

3 partnerships

• Pedagogy & play

• Literacy

• Children with additional needs

Will develop resources to share