Transition to School Programmes in ECE Centres and What Teachers Can Do to Support Children Starting School

transition to school programme in action at a NZ early childhood education centre

By Lisa Almeida
© ChildForum

 

My experience has taught me that if the child’s transition to school is to be a success the importance of a reciprocal inter-relationship between parents, early childhood teachers, the primary school, and the child cannot be emphasised enough.  

Transition to school is an important emotional time for children and their families. Many research studies have pointed to the success of this transition time as a critical influence on how well the child does in their school career.

The difficulty for the child is that in making the transition there is much to deal with.  A change in a social context, a shift of expectations, the need to adapt to change and the stress of sudden accelerated development or ‘growing up’.

The strands in the early childhood curriculum Te Whāriki  underpin the objective of providing a base for children to be able to build on their learning and become confident and competent in school. The New Zealand Curriculum explains that supporting of the transition process from early childhood requires fostering of a child’s relationships within their social environment, building and recognising all their experiences and collaborating with family and whanau.

Multiple factors affect a child’s transition from early childhood to school, and some of the main factors are:

  1. Whether there is a collaborative approach and effective communication between school, early childhood service and the family during the transition process;
  2. Early childhood and primary teachers understanding of both the early childhood and the NZ schools curricula;
  3. Children’s understanding of the different curriculum of the school, and the school’s social and physical environment; and
  4. Children’s preparedness for the academic challenges of the school curriculum.

Teachers have different approaches to managing the transition processes.

As early childhood teachers, we need to understand that each child develops differently; hence we need to adapt the pace of the transition programme accordingly. As an example, I have found that children who have siblings or close family that have recently moved to school are more familiar and usually require less guidance in the social setting of school. Identifying children that require assistance earlier in the process is essential for the transition processes to be successful.

I’ll discuss each of these factors and share examples with you.

READ MORE



Oops ... you are attempting to view an article or a resource in the member-only area for Educators.  This is available exclusively to our Educator members.   

To keep reading, you need to login with your Educator membership login Smile

Not a member?  Look below ↓ for the click here button ↓   It will take you to the membership page to sign up and choose your own unique username and password.

Are you interested in joining us? 
Become a member and also gain access to our significant online knowledge base 

Membership Options

Educator
Membership

Who is this for?
Teachers - Student Teachers - Parents
$78.00 one year
$145.00 two years
Your own personal username and password.

ECE Service Provider  
Membership

Who is this for?
Service providers with one or more licensed ECE services
Starting from $198.00 for one year
A unique username and password

NZ-International Research in
ECE Journal Subscription

Who is this for?
Libraries, universities, polytechnics and organisations
$150.00 annual renewable in November each year
A username and password or IP address access