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ol e o v i h t fec pre-sc f e ing s from L t r o o n Suppnsitiory scho traprima to

Donegal County Childcare Committee Ltd.

Coiste Cúram Páistí Chontae Dhún na nGall Teo.

Transition describes the experiences children have when they move to a new setting. This can include moving from the child’s first place of learning i.e. the home, to a pre-school service or creche, or from pre-school to primary school. The transition process is essentially the ongoing process of change for children, families and educational services to facilitate children’s move from one setting to another.

What is a Transition Statement? A Transition Statement summarises information gathered about the child’s learning throughout the year in a variety of learning contexts through day-to-day activities, conversations, observations and interactions. The statement is informed by early childhood educators, parents and the child. It should: • focus on the children’s unique motivations, strengths, attitudes, skills, knowledge and understanding, and learning dispositions • include information about the child’s learning in each of Aistear’s four themes, i.e. Well-being, Identity & Belonging, Communicating and Exploring & Thinking • describe the level of support the child requires in familiar and/or new situations • be written using positive language that parents/carers can easily understand • include contact information about the pre-school service and the name of the early year’s educator • be recognised as a “snapshot in time” given that children’s learning is fluid at this age • include the child’s voice in relation to their experiences of pre-school and their expectations of primrary school • include contributions from parents to enable the new teacher to understand the parent’s perspective which will strengthen and continue the partnership into the primary school setting.

The Transition Statement builds on the relationship between Pre-school and Primary school by supporting the consistent transfer of information, irrespective of the school a child is going to. It provides an opportunity for children, their families, early years’ educators and other professionals working in partnership with them to provide relevant information and have their views reflected in it.

Moving On The Transition Statement reflects the child’s learning through the four themes of Aistear

• • • •

Well-being Identity and Belonging Communicating Exploring and Thinking

Effective steps in planning a Transition Statement The process of developing a Transition Statement is made easier by: • building strong, trusting relationships with children, parents/carers, educators and other partners. These relationships are developed through effective communication such as regular, informal discussions throughout the year and through focused discussions from time to time, e.g. midyear and towards the end of year • organising time and space for educators to: - reflect on children’s learning - engage in meaningful conversations with colleagues and parents - summarise the shared information and write each child’s Transition Statement • developing relationships by engaging in ongoing communication and collaboration between early year’s educators working in different settings, e.g. pre-school and primary school settings.

Why are positive transitions important to children? Starting school is a major transition in a child’s life. Each child approaches this change in a different way depending on the experience and emotional competencies or ‘tools’ that they possess. Nurturing positive learning dispositions have far greater long term impacts on children’s lives than the traditionally valued components of early formal learning such as knowledge (colours, shapes, numbers, letters) and skills only. A traditional view of being ‘ready for school’ may conjure up an image of a child who comes armed with a checklist of things that he/she can do as an indicator of readiness. An alternative view of school readiness is a child armed with the positive learning dispositions that they need to enable them to learn, for example, emotional and social well-being, and a strong sense of self-identity.

Moving On Children who have developed positive dispositions such as strength, resilience, independence and self-confidence, will be able to call on these attributes to support, not only transitions from pre-school to primary school, but transitions throughout their lives. Giving the child a voice in the transition process provides an opportunity to enable children to have their say in matters involving them. Before children move to a new environment, they have the right to know what this will involve; they have the right to ask questions and seek explanations and the right to express their views on the arrangements.

Building Partnerships to promote children’s learning. The parent, the early childhood educator and the primary school teacher, all play a key role in the child’s learning at the different stages of his/her learning journey. The child’s learning journey begins in the home with parents and family. When the time comes for the child to join the early childhood service, the parent passes on vital information about the child to the service. This is the beginning of a partnership process that requires respectful relationships between all parties with a central focus on best outcomes for the child. Likewise, when the time comes for the child to progress to primary school, in collaboration with the parent and the child, the early childhood service has the same responsibility to pass on vital information to the primary school. The partnership now extends to involve the child, the parent, the early childhood service and the primary school.

How can effective transitions bridge the curriculum between pre-school and primary school? The introduction of the Aistear curriculum framework for children from birth to six ensures continuity of learning and experiences for the child making the transition from pre-school to primary school, using the four themes of Aistear. Liaison between the settings and the close involvement of parents and relevant professionals provides important information for smooth transitions. This is particularly important for a child with special educational needs so that the individual education plan (IEP) can be continued. The Transition Statement enables the educator to include a summary of current assessments and information contained within a child’s IEP to ensure a successful inclusion into primary school.

Moving On

TRANSITION STATEMENT

Pre-school to Primary school

Insert Photo

Here

..

....................

....................

....................

................ ....................

e:................. Child’s Nam ................... .................... .................... .... .... .... .... .... th:................................ Date of Bir

Early Childhood Service:............................................................................................................... Signature of Early Childhood Educator:......................................................................... Date Completed:. ............................................................................................................................... Sessional

Full Day

Part time

(Tick Appropriately)

I give my permission for a copy of this Transition Statement to be passed on to my child’s Primary School. Parent’s/Carer’s signature:...................................................................................................

Moving On

TRANSITION STATEMENT

Pre-school to Primary school

Educators Voice

Well-being “what a child’s learning may look like”

The child is learning to develop friendships and demonstrate an awareness of his own and others feelings, responding to these in a variety of ways. He is developing respect for himself, others and the environment. He is developing dispositions such as confidence, resilience and independence that will enable him to contribute to decision making and problem solving to help him to look after his own personal needs. A variety of challenging experiences are helping him to develop and demonstrate a range of physical and manipulative skills. Child’s name here

.............................................................

progress at pre-school and ways to build on this.

Pointers for my IEP

Identity and Belonging “what a child’s learning may look like”

The child is developing a growing sense of her identity as an individual and as a member of a family/group/community. She is learning to understand and follow rules and boundaries when interacting with others and show respect for others needs, rights and beliefs by working co-operatively. She is developing an awareness of her personal interests, becoming motivated to express and explore them and develop an appreciation of her individual learning style/preference.

Child’s name here

.............................................................

progress at pre-school and ways to build on this.

Pointers for my IEP

Moving On

TRANSITION STATEMENT

Pre-school to Primary school

Educators Voice

Communicating “what a child’s learning may look like”

The child has/is developing an ability to use non-verbal and verbal communication, using language to express, explain and problem solve. His competence in language is developing to enable him to communicate confidently and express himself in a variety of ways. He is developing an awareness of print, number, symbols and pictures in the environment and has a positive attitude to stories, song, rhymes, drama and books.

Child’s name here

.............................................................

progress at pre-school and ways to build on this.

Pointers for my IEP

Exploring and Thinking “what a child’s learning may look like”

The child is developing an understanding of her preferred ways to explore, think and learn about the world around her, being actively curious, taking risks and open to new ideas. She is learning how to explore, investigate, negotiate, question and problem solve, coping with frustrations and challenges. She can express her ideas creatively in a variety of ways.

Child’s name here

.............................................................

progress at pre-school and ways to build on this.

Pointers for my IEP

Moving On

TRANSITION STATEMENT

Pre-school to Primary school

My Family’s Voice

Name of family member completing this form: .................................

.......................................................

Relationship to child: ..............................................................................

.................................................

Signature: ........................................................................................

........................................................

Date completed: ........................................................................................

..............................................

Information that will support your child’s transition to school How does your child feel about starting school? How do you think your child will settle into school? What might help your child settle into school? Is there any additional information you would like to provide

about your child?

Is there any additional information you would like to know about your

Has your child received additional support from the following

child attending primary school?

services? (tick)

Occupational Therapist

Psychologist

Speech Therapist

Paediatrician

Physiotherapist

Other (Specify) ............................................................................

Moving On

TRANSITION STATEMENT

Pre-school to Primary school

My Voice Child’s summary of pre-school experiences

My name is:

..................

......................................................

......................................................

The things I liked best about pre-school were:

I am looking forward to school because....

Note: Adults can help scribe the child’s responses. Children may also like to attach a drawing/ picture to respond to these questions.

This Transition Statement had been developed as part of the Professional Pedagogy Project by Donegal County Childcare Committee Ltd. (2011-2014)

Donegal County Childcare Committee Ltd. 10-11 St. Columba’s Terrace, High Road, Letterkenny, Co. Donegal Tel: (074) 9123442 Fax: (074) 9123472 E-mail: [email protected] www.donegalchildcare.com

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