Black Forest Primary School

Transition to School

Children regularly experience transitions during their life. For young children and their families, a significant transition takes place between kindergarten and school. At our school we work together to support young children and their families during transitions to, from and within our site. Transition to School is a distinct and valuable time of life. Every child has individual strengths and characteristics that develop in a unique family and cultural context. We acknowledge and value parents as children’s first and foremost educators and recognise the importance of the partnership between families and educators. Parents can support their child with their transition to school by ensuring their physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, communication skills and general knowledge are “on track” (Australian Early Development Census).

Transition to school from prior-to-school settings is a critical time in the life of a child and as such, we are committed to the practices based on the 6 principles of effective transitions (DECD Position Paper 2013):

· Acting Intentionally - We understand that transition is a process and plan to strengthen it, to ensure children are supported and their wellbeing enhanced

· Being responsive- Building on children’s prior and current experiences helps children feel secure, confident and connected. Successful transition involves planned, professional conversations about each child in which the contributions of all parties are valued. Learning, development and wellbeing are central to successful transition.

· Pedagogy and Play - Young children’s play allows them to explore, identify, negotiate, take risks and create meaning. Children who engage in quality play experiences are more likely to have well developed memory skills, language development and are able to regulate their behaviour, leading to enhanced school adjustment and academic learning (Bodrova E & Leong, DJ 2005)

· Wellbeing for learning - When we attend to children’s physical, cognitive, spiritual, emotional and social wellbeing, we foster their confidence. optimism, perseverance and resilience – they are more able to concentrate and so-operate, and their learning potential is maximised.

· Building partnerships - Building genuine partnerships with families based on reciprocity and respect, is in the best interests of children

· Professional Collaboration - Children and families are more likely to experience positive transitions when leaders and staff across sites and services collaborate. This collaborative engagement across the care, education, health and family services adds to the wholistic approach in working together with families and children.

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