Transition to School : Issues impacting on adjustment

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

What do the children say?

https://www.youtube.com/watch?v=OdVHrhElU5M

Session Overview

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

Readings relating to this session:(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/78823Dockett, S. & Perry, B. (2003). Children’s views and children’s voices in starting school. Australian Journal of Early Childhood 28(1)12-17

Key Discontinuities between ECE & School *traditional, generalised

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

Discontinuities…

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,

discontinuities

The Staff Number of teachers/support

staff, gender, teacher interactions, hierarchy & positions, qualifications, level of verbal instruction, expectations of children’s participation, interaction & independence.

Discontinuities …

The Parental Involvement Daily contact/information sharing

opportunities, level of formality, expectations of support to child, Impact on delivery/curriculum

Physical Environment: Toilets

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

Factors Impacting on children’s adjustment

The number of transitional activities (including visits)

GenderRelative ageAttendance (& quality ) at ECE serviceFamiliar playmate/FriendshipsLunch time & resourcesParental knowledge & information

(Based on research findings of Margetts, 1998, 2003; Peters,2000, 2003, 2004; Robinson, 2002, & Wylie et al, 1996-)

Related Issues

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

Process not programme

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’

Involving Stakeholders

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

Considering different stakeholder perspectives (10 minutes)

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?

x2 Transition to School Scenarios

Scenario/Child 1 - Pike: Male, birth date Dec 9th, 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 7th May, 3rd child in family, (2 siblings @ the school), has attended inner city ECE centre full time since 12mths old.

Adding further layers of complexity 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?

Strengthening Transition

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

Key points from sessions 10-16! 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

References

 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)12-17Margetts, 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