Introduction
The school in question is a kindergarten located in a small rural community, surrounded by numerous local community services. The area is an average middle-income area with a hugely diverse culture. The ability to transition well can make the difference between struggling and succeeding. Children face tremendous challenges during transitions in their social, language, emotional, intellectual, and practical development.
The transition will unavoidably be more challenging for some children than others, but this can be managed. Children are first exposed to situations at school that are distinct from those they are accustomed to at home or with their previous educator or guardian. Schools may have significantly different social dynamics, educational philosophies, and academic goals, as well as physical disparities. Therefore, when creating a transition plan, teachers must remember that each student has a unique background, set of preferences, and skills.
The transition process is ongoing and may take some time to complete. Viewing the transition to school as a journey rather than a single event is essential. Each individual: parent, child, and teacher involved has their own unique experience (Nolan, Kilderry & Chu 2019). Even if pupils may enroll simultaneously, each child’s adjustment process will be different.
Everyone benefits when children can play naturally with others who share their interests in a fun, safe setting. While most children’s transitions share some standard features, significant factors must be taken into account and planned for to ensure that each child has a brilliant start to schooling (Boyle, Petriwskyj, & Grieshaber, 2018). By collaborating and exchanging information about kids, families, and communities, educators in early childhood may use transitions to their advantage and help their students thrive.
Focus Area: Children’s Social and Emotional Well-Being
Humans are inherently sociable beings. We actively seek relationships with others and live in communities and within families. Helping students engage with others constructively and cooperatively is one of our primary responsibilities as educators. Both the Early Years Learning Framework (EYLF) and the National Quality Standard (NQS) primarily emphasize connections (Nolan, Kilderry & Chu 2019). Relationships with significant individuals are the foundation for children’s attitudes about school, academic success, and the support systems available to them (Murray, 2013)—recognizing social settings as contexts for shaping viewpoints and connections.
The viewpoints are a part of the social spaces that kids, their classmates, teachers, and other adults share. Children actively co-create their experiences with transition. Therefore, a child’s socialization before entering school affects their experiences, especially when realizing the value of connections.
The Early Years Transition Framework provides a strength-based approach that incorporates Indigenous learning philosophies, enabling individuals to view the transition from new perspectives. Various policy documents and educational resources have been developed throughout Australia to support smooth transitions to schools and care for children of school age (Dockett et al., 2014). Understanding the starting point and where to begin acquiring knowledge comes from recognizing the cultural artifacts and stated values from family life and previous educational experiences. Instead of ensuring Jarjums “fit in” to the system, the educator must change it to accommodate and support Jarjums who are Aboriginal and Torres Strait Islanders in a new cultural space (Bobongie & Jackson, 2021).
The Early Years can evolve into a space of interconnected areas and progressive learning by incorporating Indigenous learning methods and collaborating across silos. Additionally, with the belief that “all children get the best start in life to create a brighter future for themselves and the nation,” the framework was created. (Australia. Department of Education, Employment, And Workplace Relations & Council Of Australian Governments 2009) Therefore, the Council of Australian Governments has established a Framework to help teachers provide young children with the opportunity to reach their full potential and lay the groundwork for future academic success.
The VEYLDF emphasizes the value of a sensitive, responsive, and engaging practice. The Victorian Early Years Learning and Development Framework supports the development and learning of all children from birth to eight years of age. This is accomplished by enabling all early childhood providers to collaborate with families and work toward common goals for all kids (Department of Education and Training, 2016). Therefore, it influences daily interactions and partnerships with families, kids, and other professionals.
School preparation is closely related to parenting and the living environment. Resilience needs to be encouraged during a child’s formative years so that they can better handle life’s hardships (Nolan, Taket, & Stagnitti, 2014). Due to the substantially higher rates of risk factors that are visible in this population and the accumulation of hazards faced, children from economically deprived homes are more at risk of poor school preparation.
Regardless of where children live or their circumstances, it is crucial to recognize that significant efforts can be made to reduce disadvantages and support the transition to schooling for all children (Urbina-Garcia et al., 2022). It is crucial to offer young kids and their families a concerted effort where services cooperate to enable a more focused approach (Nolan et al., 2017). Better-connected services offer opportunities for knowledge creation and the sharing of best practices. As a result, children are less likely to fall through loopholes.
Conclusion
Practical transition skills can mean the difference between failure and success. Given their vastly different obstacles, some children will unavoidably find the transition more difficult than others. In Australia, the importance of transition may be demonstrated in research, policy, and practices across government and non-government organizations. The Australian government has committed to a reform plan for the early years of education. It can be especially challenging if assumptions are made that children from disadvantaged groups lack the knowledge and life experiences necessary to fully benefit from educational opportunities.
One of our primary responsibilities as educators is to support children in interacting with others in a positive and cooperative manner. Children’s perspectives on the school, academic accomplishments, and the support networks accessible to them are shaped by their relationships with important people. School preparedness is intimately tied to parenting and the home environment.
For a child to cope with life’s challenges, fortitude needs to be fostered during their formative years. It is essential to understand that significant efforts can be made to mitigate disadvantages and facilitate the transition to education for all children, regardless of their families’ location or circumstances. The practice of transition is ongoing and dynamic.
Reference list
Australia. Department Of Education, Employment, And Workplace Relations and Council Of Australian Governments (2009). Educators belonging, Being & becoming: Educators’ Guide to the Early Years Learning Framework for australia. Canberra: Dept. of Education, Employment and Workplace Relations for the Council of Australian Governments. Web.
Babić, N. (2017). Continuity and Discontinuity in education: Example of Transition from Preschool to School. Early Child Development and Care, 187(10), pp.1596–1609. Web.
Bobongie, F. and Jackson, C. (2021). Understanding Cultural Artefacts to Ensure Seamless Transitions in the Early Years. Australasian Journal of Early Childhood, p.183693912110558. Web.
Boyle, T., Petriwskyj, A. and Grieshaber, S. (2018). Reframing Transitions to School as Continuity practices: the Role of Practice Architectures. The Australian Educational Researcher, 45(4), pp.419–434. Web.
Department of Education and Training (2016). Victorian Early Years Learning and Development Framework : for All Children from Birth to Eight years. Melbourne: Department Of Education And Training.
Dockett, S., Aline-Wendy Dunlop, Jóhanna Einarsdóttir, Anders Garpelin, M Elizabeth Graue, Harrison, L., Mei Seung Lam, Mackenzie, N., Margetts, K., Murray, E., Perry, B., Peters, S., Petriwskyj, A. and Tuija Turunen (2014). Continuity of Learning : a Resource to Support Effective Transition to School and School Age Care. Canberra, A.C.T. Australian Department Of Education.
Dockett, S. and Perry, B. (2013). Trends and tensions: Australian and International Research about Starting School. International Journal of Early Years Education, 21(2-3), pp.163–177. Web.
Murray, E. (2013). Multiple Influences on Children’s Transition to School. Transitions to School – International Research, Policy and Practice, pp.47–59. Web.
Nolan, A., Kilderry, A., Beahan, J., Lanting, C., Speldewinde, C. and Department, Victoria. (2017). Early Years Transitions : Support for Children and Families at Risk of Experiencing Vulnerability : Practice Review report. East Melbourne Vic: Victoria. Dept of Education and Training. Early Years & Primary Reform Division.
Nolan, A., Kilderry, A. and Chu, C. (2019). Cross-sectoral Professional Relationships and Transition to school: an Australian Study. Early Years, pp.1–15. Web.
Nolan, A., Taket, A. and Stagnitti, K. (2014). Supporting Resilience in Early Years classrooms: the Role of the Teacher. Teachers and Teaching, 20(5), pp.595–608. Web.
NSW Government (2018). Culture and Diversity | Curriculum. Web.
Urbina-GarcíaA., Perry, B., Dockett, S., Jindal-Snape, D. and García-CabreroB. (2022). Transitions to School : research, policy, and Practice. Cham: Springer.
Appendix
Table 1 – Early Years Transition Plan (ECE420 Supporting children making transitions)