Sunny hot day, Covid Lockdown and the playground has become busier…. You dread the scene that you know is going to unfold as soon as you tell your child “It’s time to leave?” We’ve all been there both as a parent and a teacher.
It’s hard for a child to get their brain to switch tracks - even as an adult it’s hard to leave something that we are enjoying to move on to something we perceive as less enjoyable.
The catalytic aspect of student learning, my ongoing inquiry focus is what I will focus on to change my practice to ensure that any 5 year old student starting school will have sufficient foundational skills to progress and succeed in Level 1 of the NZ curriculum. Another part of my inquiry focus is building a solid relationship with everyone that is part of the transitioning process which includes, the child, parents/caregivers, the teachers from the kindergarten/ECE and Primary School teachers.
It is important for me to explain what the difference is between transition and orientation to better understand how I can build a meaningful relationship with parents, therefore:
Transition is not the same thing as orientation. Orientation programmes help children to become familiar with school. It is better to think of transition as a prolonged process that unfolds through relationships.
I identified this as my focus for a number of different reasons which I will explain further.
I have noticed that most students find it frustrating when they have to quit something they are enjoying. They can become very hyper focused when they are interested in what they are doing. Interruptions usually are unwelcome and can result in various behaviour issues. This is mostly due to the fact that they have not mastered the foundational skills and key competencies of Te Whariki such as self regulation and managing themselves which they also need when starting Primary school.
Also taken into consideration was that one of the most difficult transitions of the day for kids can be the one from home to school or the one one from school to home. This is a particularly challenging issue and that is where my inquiry sprouted from : RELATIONSHIPS and my role to make the transition phase easier on all parties involved.
It has been recommended that parents need to be better informed about the specific challenges facing children as they start school, and provided with opportunities to learn more about how to help their child adjust to this transition.
Parents may benefit from information and advice about:
activities to prepare their child for school
helping their child to develop the skills needed to be more independent at school
dealing with common reactions to starting school
managing separation anxiety and other fears
adjusting to new family routines
helping with reading and other homework activities
Within my observations of the children in class, especially during Learn, Create, Share time, I found that on average the students' fine motor skills and oral language were below the national norm of students starting school. Through assessments and other anecdotal information that I had gathered I found that this was a big concern. From this information I started to put my intervention plan into action.
To build a rich picture of my students’ learning I used Ready Steady Program Assessment data (literacy, reading and numeracy), observations during Learn, Create, Share and free choice activities created through structured and specific provocations. From these I could begin to develop sustainable and suitable instructional programmes for teaching and learning to fill the gaps before a more formal learning program could start e.g. Students need to be able to hold a pencil before they can start writing sentences. I need to cater for all individual needs and make sure they are ready for the next level of learning.
The most important aspect of my inquiry was being culturally responsive. The Education Hub describes, in their very practical document, culturally responsive teaching as “... about making school learning relevant and effective for learners by drawing on students’ cultural knowledge, life experiences, frames of reference, languages, and performance and communication styles” (The Education Hub, 2020, p. 5). For the last 2 years GTS has had an overarching focus of Identity. This enables us to recognise and celebrate the learning and experiences that all children bring to school. To build on these strengths as a starting point for their development gives the student a huge amount of mana and pride. Valuing children’s culture is very important, especially for our Māori and Pasifika students.
My first target group changed due to Lockdown and my focus shifted to students that were actively participating online with parent involvement- 5 year olds still need support from parents or siblings. The 5 students have excelled in confidence in oral language, writing, reading, maths and of course our favourite activity - guided drawings. They love to draw and we exploited that to the fullest during one session each day online through a variety of activities . Through drawing we included all other learning areas as well. Writing, phonics, Maths and Inquiry. The relationship that I could build with the parents during online learning is irreplaceable. I feel very fortunate that I could still continue my teaching inquiry focus during this time.
While looking critically at my own teaching practice it showed that I had strengths in looking after students well being and making sure that they are adjusting well. However, my students would likely make more progress if I developed a feasible plan for everyone that was involved with the transitioning process.
Steps to clarify my thinking:
What is the intended change for a learner?
How are they experiencing the intervention?
How will they engage differently? How will I know?
How will I know whether the intended ‘plan’ is the right plan?
How will their outcomes begin to shift? How will I know?
How will you support the teachers in my syndicate to monitor changes for learners?
The changes I made in my teaching practice as well as having a similar plan at home were:
Visual time table - Prepare students and give advance warning for how long an activity will last.
Use a visual timer or a visual countdown system.
Offer sensory breaks - free choice of set out activities
Use a transition objects and teach transition songs
Allow for extra time to finish activities
Guided drawings to build confidence
Gather more student voice to ensure they will enjoy the activities more
Hands on experiences to promote language and include all other learning areas
Making online learning fun through games- e.g. Go find 5 objects
Open ended questioning and sitting back and listen to their conversations while we explore new ideas
Explore time - giving the opportunity to come up with their own games using equipment set out and then reflecting back on it
Developing oral language through discussions during guided sessions
Flexibility in their own learning at school and at home - expose to a variety of experiences
The literature/expertise that helped me decide what changes to make was to look at the pathway between the New Zealand Curriculum and the Te Whariki curriculum.
https://www.thechaosandtheclutter.com/archives/transition-strategies-for-kids Sharna is a mum of 7 children as well as a writer who talks about what parents involvement can look like as well as the importance of ensuring optimum learning for students starting school and to make the transition easier.
Australian Journal of Educational & Developmental Psychology explained that the transition to primary school is an important time for both children and parents. The aim of this randomized controlled study was to assess the effectiveness of a Transition to Primary School Parent Program in strengthening parent knowledge and confidence to manage the transition process, increasing parent involvement in their children’s learning, and improving child adjustment to starting school. There are new rules, learning activities, and greater expectations of their academic, self-care and social skills.
The University of Waikato - Education department (Transition research projects) looked at cross-cultural understandings and collaborations. It included the transition between the cultures of ECE and school, each with their own curriculum, history and traditions; between home and education settings; and between the cultures of all involved.
Karen Kellaway (Principal) of Canvastown School sabbatical - TRANSITION FROM E.C.E. TO PRIMARY SCHOOL looked at the following and I will use these as a guideline to formulate my key objectives:
Increase levels of parent involvement in early learning activities
Liaise with various preschool providers
Maximise the effectiveness of current resources
Develop new resources
Investigate and implement a range of new strategies that will further enhance student achievement opportunities at Year 0/1 level.
Some changes I made along the way were to support the students and adapt my teaching strategies to include and make the transition smoother for children with behaviour and transitioning difficulties. Having a positive attitude to change and be part of training and professional development. Developing activities to support children with their individual needs and adapt them to use as a whole class where everyone can benefit from the resource
Overall I would rate the changes in student learning as positive because ultimately I want to make the students feel worthy and confident in their learning, have ownership and that they can achieve their goals. This starts at kindergarten level and should be introduced from a young age. It is extremely difficult for a year 7 teacher to try to mould a student's learning. This should have happened 8 years ago. My main goal is to make the life of a senior teacher less stressful.
My focus group students are more confident and can take pride and ownership in their learning because we have mastered the foundational skills of the Te Whariki curriculum.
The most important learning I made about the transition of students was that we should focus on the all important partnership of people involved with the students' learning and transitions process.
The most important learning I made about inquiry was that we as Primary school teachers should build relationships with the ECE centres and Kindergartens and spend some time with the learners and with their teachers. This partnership will flourish if we can work collaboratively to ensure the process of transition can run as smoothly as possible. This might include:
Mutual views about transitioning between the Early Childhood Centre and the local Primary Schools, that promotes continuity.
Building connections between what children learn at the ECE and at Primary School
The personal qualities of teachers – they can have a vital impact on their relationships with children and families. Showing willingness to be proactive in exploring barriers to successful transitions is very important.
Teachers take into account individual differences and the different ways children learn and make progress.
Input from parents and families – what parents do to support their children’s learning. Once children are at school, families who get involved and advocate for their children are likely to assist their transitions. Having positive expectations, and developing suitable routines
Thinking about 2022:
Have regular opportunities for parents to be more involved with their child’s learning :
Information sessions for parents to provide useful information once a term
Helping a child start school. The importance of making a smooth transition to school. Common reactions to starting school. Factors that may influence children’s adjustment to school. Practical strategies to prepare children for school
Strengthening skills a child may need to be independent at school. Establishing important routines that may help with managing family life when children start school such as the morning and bedtime routines. Dealing with common reactions to starting school such as clinginess, tiredness, complaints about going to school, and more significant separation difficulties. Saying goodbye to your child at school
Building on a child’s learning and development. Overview of children’s learning and development at the time of transition. The benefits of family-school partnerships and family involvement in children’s learning
Strategies for enhancing children’s learning at home
Opportunities to get involved in a child’s school
Working with kindergartens/ECE and ensure all 4 year olds have a profile/scrapbook to take to their new Primary School
Assessments done before they start school as pre enrollment data to develop an appropriate learning plan
Exploring the idea of (collecting data over a period of two years)
K. Bernie from Oranga Kindergarten and J. Ellis from Greenhithe Kindergarten bring to you: Strengthening the learning pathway in the transition from ECE to school
https://www.youtube.com/watch?v=pIF8Ucj2uI0
I am also in the process of developing the following:
Transition pamphlet - Parent Information Booklet entitled “Preparing Your Child for School Entry”, which we give to parents at the initial meeting.
It covers such topics as:
Enrolling Your Child
Appropriate Expectations for Children Starting School at 5
You can help Maths Development
Things my child can work towards knowing in Literacy
Helping with Early Literacy and practical things parents can do to help their child when starting school
Talks about the various expectations with the parents
Welcome video on School site - Video of the day in the life of a 5 year old at school
Learning about children and their families – reciprocal sharing of information is important for all. An ECE portfolio allows the child’s routines, knowledge, skills and previous learning experiences. Working with families, the benefits of a home-school partnership are ‘the most powerful way for schools to understand and meet the needs of diverse students.
What role can social media play in facilitating this process especially during the times we are currently working in?
It takes time to develop relationships and build trust between families and educational settings. By beginning this process through social media and blending this digital meeting space with face-to-face social opportunities, teachers can develop trustful, respectful relationships in a way that can be personalised for each transitioning family as they move from ECE to school. Showcasing work we are doing at school on a regular basis will also encourage whānau to want to be part of the awesome classroom / school learning culture advertised.
Research shows that a majority of families are engaged with at least one social media platform
Video and photos provide a way to share transitional resources. Short videos and images that explain school processes and procedures or show aspects of the school day can be shared to support and inform families. Parents’ postings can also provide useful feedback about these resources: for example, parents might respond to how effective a digital story was when they shared it with their child and offer suggestions for further stories. These resources and information are stored and can be further developed while remaining accessible to families to re-engage with when needed.
Polling facilities can help to obtain quick responses from families. Polling can be useful for determining if families are finding the transitional resources provided useful, and to gain insight into what is concerning them most about their child’s move to school, allowing teachers to plan their next resource and support. It can also be particularly effective in organising face-to-face events with families as it enables them to negotiate a date and time.
The live feed function allows families to become involved in their child’s learning as it happens. Families often need reassurance that their child is happy and settled in their new environment, and a live feed provides them with direct access. While it is largely used as a tool to share children’s learning with families after they have moved to school, it can also offer a useful glimpse of school to those families who are yet to start school, and can help to familiarise families with the classroom and the kinds of activities that occur during the school day. Posting updates about when this live event is due to be streamed lets families know it is happening and builds the excitement.
Preschool visits
I have started visiting preschools with senior students. During these visits I had conversations with the teachers, observed children and the senior students read stories, and played with the children. This created a sense of belonging to both the senior students and the little ones.
SeeSaw - setting up a page for children who will start school
Create a Kindergarten 2022 group on our SeeSaw platform. Teachers post a video or slides on SeeSaw for families to access. Learning packs can also be handed out when the parents come to an information day.
The videos include activities such as:
stories
rhymes
fundamental movement skills
songs
games
Additional videos are also posted, providing information about one aspect of our school such as an event or something happening at school and inviting them to join - cultural festival, art exhibition, science fair.
Take home packs
Families are provided with take-home packs that include:
pamphlets such as Getting ready for school and Helping your child with literacy and numeracy at home
School information book
Images of our school
Try to get donations for stationary and lots of creative learning ideas for parents
materials to support the learning ideas such as a white board, markers, peg games, playdough, pipe cleaners and dice.
Launch a virtual tour for our prospective parents to walk through the school. Parents are encouraged to share this tour with their child so they are able to become familiar with the school environment that they will be a part of. This virtual tour will also be attached to our school website for current parents and future potential parents to view.
I am excited to take my journey further in 2022, incorporating the learning that works and most importantly celebrate the little successes that my students make everyday!!
