EXAMPLES OF PRACTICAL STRATEGIES FOR CHILDREN. 1. Build relationships through the transition process

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Rosalyn Flora Woods
7 years ago
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1 1. Build relationships through the transition process The development of positive relationships is the foundation on which effective Transition to School is built. FOR CHILDREN tour the school visit classrooms and playground to become familiar with equipment, bubblers, toilets and sick bay attend school events such as teddy bear s picnic, Easter Hat Parade, Book Week parade, an assembly, a school concert or the end-of-year picnic participate in playgroups, school visiting days, orientation days or other social gatherings meet some teachers, school office and canteen staff buddy support system where older children support new kindergarten children read individual booklets about the school featuring the people and events involved in the first year of school FOR PARENTS When I started school I felt so happy because I knew I would have new friends who would like me and be my friend forever.now I feel old. attend informal sessions at the school such as a morning /afternoon tea and have a yarn with other parents read books with their children about starting school participate in information sessions on topics such as the importance of play, how to make a healthy school lunch that children will eat or the importance of establishing good attendance patterns and routines that support participation at school are contacted individually and welcomed to the school meet with school personnel to discuss any concerns, ask questions and/or provide information feel their culture is valued by the school through their contact with specialist personnel such as community language teachers, Aboriginal Education Assistants, regional community information officers feel reassured through the provision of practical tips on how to support their child in the first year at school when attending activities such as: playgroups, morning teas, information sessions, school visiting days, orientation days and social gatherings like, a family barbeque or a picnic in the local park. 1

2 2. Plan and work in partnership with key players The relationships include families connecting with each other, family and staff, staff and children, children and children, school and prior-toschool staff. I liked the Teddy Bears Picnic. I want one every day. involve the existing Kindergarten children in Transition to School practices. Ask children to talk about their experience of starting school - what could be changed or improved? gauge the level of concern and interest from in-coming children and plan activities accordingly involve children s services and parents in transition planning. Ask parents to reflect upon transition to school for themselves and their child - what was useful, was there any information that the school did not provide that may have been helpful, how could parents be made to feel welcomed and valued within the school community? P&C host a morning tea that could provide answers to questions many parents may have and allow current parents to talk positively about their school involvement, it may also build connections within the community and encourage new parents to become members of the P&C involve all key staff in the planning and implementation of the Transition to School program. include all staff members in the process for example, the school administration team in producing transition information and answering enquiries include children s services staff from local preschools, child care centres, mobile children s services and family day care schemes. Where relevant these services could participate in the Transition to School program at all levels: as planning partners, assisting with the co-ordination of transition activities, for example, conducting excursions to the school/s. provide information to children s services regarding the curriculum to allow for these services to plan specific activities to support the child s readiness for school. The school in turn would find it useful to gain an insight into the program provided by the children s service. 2

3 3. Respond to the needs of the local community Where Transition to School works effectively, schools are flexible and prepared to be responsive to the diverse range of interests and needs of children and the community in which they live. schedule Transition to School programs around major events or activities within the community offer a variety of times for children and parents to attend transition activities to ensure working parents/carers can participate communicate information about the transition program appropriate to that community such as, through local doctor s surgeries or community nurse centres welcome all children and families to Transition to School activities consider views and ideas of parents when planning the Transition to School program provide children s services with an opportunity to share their planning and perspective of Transition to School and encourage their participation consider the needs of children and families who already have siblings at school accept and value the range of home languages including those children with little or no Standard English. I like doing work. It s different to preschool. We can t play all the time. 3

4 4. Link children s early learning and prior knowledge with school Meeting with children s services staff enables school staff to develop a more complete picture of the children they will be receiving into the classroom. Parents as a child s first teacher also have the most information about their child. have an informal afternoon tea to share information about children (with parental permission) develop a proforma/profile that provides relevant information (with parental permission) provide parent interviews and questionnaires for families, school and children s services attend the children s service to gain an insight into the child s experiences and program have reciprocal site visits and regular communication children s services share children s portfolios (with parental permission) parents attend the school with their children to familiarise themselves with the school environment and staff provide a photo album in the children s service which includes snapshots of the local schools to familiarise the children with different school environments provide a post box for children to send pictures and letters to their school buddies to start developing relationships plan transition activities similar to activities that are familiar to young children that will be moving onto big school, for example setting up a playdough table, a block area and/or singing of familiar songs invite teachers of the local children s services to participate in the Transition to School program I like to play with my friends at preschool 4

5 5. Evaluate and review Evaluation is an effective way of improving the current Transition to School program and informing planning for next year s program. survey of a range of key players prior to the current Transition to School program and post program conduct group interviews with young children and some parent groups (with or without an interpreter as needed) talk to children during the Transition to School program talk to Kindergarten children about their experience of starting school - record their reflections about starting school talk to buddies, parents and teachers of children s services about content and children s learning outcomes use the Transition to School Planning and Implementation Matrix pre and post program to gather information evaluate against outcomes or goals of the Transition to School program collect attendance data at transition school activities use photographs as recall mechanisms to assist children in their reflections on transition activities use the data collected to inform planning for the next year s Transition to School program. The lady in the office helps me 5

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