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Transition to school: Position Statement

2011

Worldwide recognition of the significance of the early childhood years for later development and wellbeing and the importance of investing in high quality early childhood education (OECD, 2006) has promoted a great deal of interest in transition research, policy and practice. This trend is seen in Australia, particularly in COAG commitments to early childhood education (Commonwealth of Australia, 2009b), including the Early Years Learning Framework (Commonwealth of Australia, 2009a). These commitments are being enacted at the same time as the Australian curriculum is being developed and implemented. It is timely to consider the transition to school as the point at which different contexts, systems, curricula, philosophies and approaches meet. Beginning school is also a time when all involved have responsibilities to promote a positive transition.

TraNsitioN to School Position Statement Preamble 1998; Dockett & Perry, 2007; Dunlop & Fabian, 2007; Worldwide recognition of the significance of the early A successful transition to school is marked by children’s childhood years for later development and wellbeing and the positive approach to school and a sense of belonging and importance of investing in high quality early childhood engagement. Families have critical roles to play in supporting education (OECD, 2006) has promoted a great deal of interest positive transitions, as do educators*, health and other in transition research, policy and practice. This trend is seen in professionals, as well as communities. Societies benefit Australia, particularly in COAG commitments to early when children and families view school as a positive place to childhood education (Commonwealth of Australia, 2009b), be and when education is regarded as valuable, relevant and including the Early Years Learning Framework attainable. A positive start to school, leading to greater and (Commonwealth of Australia, 2009a). These commitments ongoing connection with school, has been identified as a are being enacted at the same time as the Australian factor in disrupting cycles of social and economic curriculum is being developed and implemented. It is timely disadvantage and in promoting resilience among young to consider the transition to school as the point at which people (Commonwealth of Australia, 2009b; Smart, Sanson, different contexts, systems, curricula, philosophies and Baxter, Edwards, & Hayes, 2008). approaches meet. Beginning school is also a time when all involved have responsibilities to promote a positive transition. Margetts, 2007; Peters, 2010). This position statement has been developed by a group of national and international transition to school researchers who The importance of a positive transition to school has been have been working in the area over the last 20 years. An emphasised in research around the world. It is well overview of the researchers’ seminal research is included at established that a successful start to school is linked to later the end of this document. The authors have been assisted in positive educational and social outcomes. Children who have this task by a wide range of educators and policy makers, a positive start to school are likely to regard school as an who have reviewed the document and enhanced important place and to have positive expectations of their it through their constructive criticism. ability to learn and succeed at school (Alexander & Entwisle, *The term educators includes teachers in school and prior-to-school settings, as well as other adults with the responsibility for the care and education of young children in these settings. Purpose In this document, transition to school is taken to be a This position statement has been developed as an into the first year of school. The process of transition occurs aspirational document targeted to all concerned with the over time, beginning well before children start school and education, care and wellbeing of young children. This extending to the point where children and families feel a includes policymakers, educators, health and other sense of belonging at school and when educators recognise professionals, families and communities. The position this sense of belonging. This means that transition may statement reconceptualises transition to school in the context occur over a longer period of time for some children. of social justice, human rights (including children’s rights), Transition to school is characterised by: dynamic process of continuity and change as children move educational reform and ethical agendas, and the established impact of transition to school on children’s ongoing wellbeing, learning and development. These principles support a range • opportunities; • expectations; • aspirations; • entitlements. of educational entitlements around the transition to school. Opportunities This position statement has been developed as an aspirational document targeted to all concerned with the education, care and wellbeing of young children. Opportunities are afforded to children when they are recognised as competent and capable, when their cultural heritage and histories are respected, and when they are supported in their approaches to new and challenging situations and interactions. The transition to school provides opportunities for children to continue shaping their identities and to extend their existing knowledge, skills and understandings through interactions with adults, peers and family. Children are well placed to respond to these The position statement is based on national and international opportunities when they feel secure, valued and respected understandings of the importance of the transition to school. for who they are and the histories they bring – when they It provides a strong basis for action for government, feel a sense of belonging at school. The transition to school organisations and individuals as all strive for policies and provides opportunities for children to become citizens within practices that support the best possible start to school for all school communities and to experience the rights and children and their families. responsibilities associated with this. The statement is underpinned by the importance of: Transition to school provides opportunities for families to • understandings of all children as competent, capable and collaborate with educators and other professionals in ways creative, who have already learned a great deal before they that strengthen and support each child’s ongoing learning enter school, regardless of their context or backgrounds; and development. It provides opportunities to reflect on children’s attainments and to share responsibilities for • acknowledging and supporting children as active future achievements. participants in their own transition and learning; • recognising and valuing the strengths of all involved in Children are well placed to respond to these opportunities when they feel secure, valued and respected for who they are and the histories they bring – when they feel a sense of belonging at school. transitions to school; • genuine partnerships involving reciprocal, responsive, respectful relationships; • critically reflecting on established policies and practices and their underlying assumptions; and • curriculum and pedagogy relevant to children’s characteristics, interests and circumstances. Transition to School 1 Position Statement The transition to school is an opportunity to establish and Families aspire to positive educational outcomes for their maintain positive, respectful collaboration between home children, as well as continuity between the early childhood and school contexts that sets a pattern for ongoing settings – at times of transition and beyond. They would like interaction. Families have opportunities to build links for their their children to be happy and successful at school, to have children between prior-to-school and school experiences. friends and be respected and recognised as individuals within the various groups of which they are members. During the transition to school, educators have opportunities Families also aspire to contribute to their children’s to build relationships with children, families and communities education through the development of trusting, respectful that provide the basis for effective learning and teaching and reciprocal relationships. interactions. Educators have opportunities to share their own expertise, while recognising the expertise of others, as they Educators aspire to the development of strong partnerships communicate and make connections with children, other with families, other educators, professionals and educators, families and communities. The transition to school communities as part of strong and supportive educational is a specific opportunity for prior-to-school and school environments in the first year of school. They want children educators, and the systems in which they are employed, to to learn to their full potential in an inspiring, challenging and work together and to draw support from each other. supportive environment. Communities aspire to provide ongoing support and Educators have opportunities to share their own expertise, while recognising the expertise of others, as they communicate and make connections with children, other educators, families and communities. resources to promote children’s positive engagement in school and to reap the social, cultural, educational and economic benefits of education that are regarded as valuable, relevant and attainable. Communities also aspire to provide the support, resources, services and living conditions that promote the wellbeing of children and families. Communities with strong social networks and access to resources that can be mobilised to support children and families are well positioned to promote positive transitions to school. Community recognition and support for transition to school marks this transition as an important life event. Transition to Within educational organisations and systems, policy makers school affords opportunities for communities to celebrate aspire to all children engaging in positive educational children and families and to demonstrate the value of trajectories and achieving sound educational outcomes. early education as well as respect for those involved in This is based on commitments to reducing inequalities in this endeavour. The transition to school is an opportunity educational access and outcomes. Strategies to achieve to strengthen the community identity of schools and positive educational outcomes for all include continuity of prior-to-school settings and the place of these institutions curriculum and pedagogy and strong coordination between within communities. the prior-to-school and school sectors. Aspirations Educators aspire to the development of strong partnerships with families, other educators, professionals and communities as part of strong and supportive educational environments in the first year of school As they start school children are enthusiastic learners, keen to extend their learning in a safe and friendly environment. They seek to maintain existing friendships and build new friendships as they engage in play and learning. They hope that school will be an enjoyable context which supports their developing autonomy and their active engagement in learning. Children want their learning to be recognised and valued in both process and product. Transition to School 2 Position Statement Expectations Communities expect schools to be sites where children are Transition to school is a time of changing expectations sense of belonging, and enact the rights and responsibilities for all involved. of citizenship. Effective schools attend to the wellbeing of regarded as competent and capable learners, experience a all involved, generate positive and respectful learning Children and families start school with a range of expectations environments and have regard to the communities in about what school will be like and what it means to be a school which they are located. student or parent of a school student. Children start school expecting to learn and to be recognised as learners. They Within educational systems and organisations, there are expect to encounter challenges and to be supported in their expectations that all children will benefit from education. approaches to these. Children expect to engage with their Further, education is identified as a major force for reducing friends, family and community at school and about school. inequality and disadvantage and promoting long-term social Children seek continuity of support as they encounter change and economic productivity. as they start school: changes in themselves, their Policy makers within educational organisations and systems environments and their interactions. expect that specific programs will be required to promote educational engagement and attainment for all children. One key area for such focus is the transition to school. Children and families start school with a range of expectations about what school will be like and what it means to be a school student or parent of a school student. Entitlements All children are active participants in their transition, entitled to access high quality education that is respectful of, and responsive to, their existing competencies, cultural heritage and histories. Families expect that their knowledge of their children will be High quality education builds upon these competencies by respected at school. They expect that their children’s educators creating educational environments that provoke, recognise will draw on this, as well as their own expertise and that of and celebrate each child’s learning potential. These other professionals, to create the best possible learning environments acknowledge the central roles of families and environments for their children. Families expect to contribute communities in children’s educational outcomes. There is to their children’s education, and may seek guidance from potential for transitions to school to provide a site for the educators about how partnerships can operate effectively. enactment of these entitlements from the very beginning of Families expect children’s safety and wellbeing to be central children’s school careers. features in decisions about educational provision. They expect Families are entitled to be confident that their children will schools to recognise the strengths their children bring, as well have access to education that promotes equity and as to be responsive to their diverse learning needs. Families excellence and that attends to the wellbeing of all children. expect to be advocates for their children, and to be supported Families are entitled to be respected as partners in their in this by the advocacy of other professionals. children’s education. Educators expect to engage with children, families, other educators and professionals in the creation of positive learning and teaching environments during the transition to school. They High quality education builds upon these competencies by creating educational environments that provoke, recognise and celebrate each child’s learning potential. expect appropriate support and resources to create challenging learning environments for all children. Educators expect to work with children, families and other professionals to recognise children’s strengths and to provide appropriate support. They expect appropriate professional recognition and regard for their roles in promoting each child’s learning, development and wellbeing during the transition process. Transition to School 3 Position Statement Educators are entitled to professional regard and respect for 3. Approaches to ensure that all children, families and their work with children, families and communities during communities have access to appropriate support across the transition process. They are entitled to levels of the processes of transition. professional support and resourcing that facilitate the 4. Focus on the competencies, strengths and achievements creation of the best possible learning and teaching of children and families as they make the transition environments for all children, and to opportunities for to school. ongoing professional development and critical reflection, 5. Acknowledgement of the central role of relationships in both individually and collaboratively. positive transitions and opportunities for those involved Communities are entitled to be regarded as essential to build and maintain these relationships. contributors to children’s education, and to have a major role 6. Recognition of children’s active roles in shaping their and place within education institutions. Policy makers are entitled to expect that education systems will work towards transition experiences and the importance of consulting alignment and continuity, providing necessary supports and them about transition. provocations to promote high quality education for all. 7. Enactment of the principles of family engagement in education, based on trusting, respectful and reciprocal relationships. Communities are entitled to be regarded as essential contributors to children’s education, and to have a major role and place within education institutions. 8. Appropriate support for educators whose roles encompass transition to school, including support for the development of curriculum and pedagogy that supports positive transitions, opportunities for critical reflection on policies and practices and appropriate professional development. Educational systems and organisations are entitled to expect that educators, families and communities will be active 9. Recognition of the transition to school as an opportunity contributors to the wellbeing, learning and development of to build positive connections between the many young children. systems and sectors that engage with young children and their families. Recommendations 10. Acknowledgement of the major roles in transition played by those outside school systems, including prior-to-school This position statement has been developed as a call to educators, special educators and other professionals, action for all with an interest in the wellbeing, development families and communities. and learning of young children. This includes policymakers, 11. Opportunities for systems and sectors to define educators, health and other professionals, families and communities. In urging individuals, groups, communities, transition approaches and to consider constructive organisations, systems and governments to recognise the alignment of curriculum and pedagogies across importance of a positive transition to school for all children, educational contexts. we recommend the development of processes, practices 12. Ongoing commitment to the entitlements of all children, and policies that incorporate the following: families and educators in positive transitions to school. 1. Recognition of transition to school as an integral This position statement has been developed as a call to action for all with an interest in the wellbeing, development and learning of young children. component of quality educational provision. 2. Commitment to equity and excellence in the development of transition programs, evident in the engagement of children, families, professionals, educators and community members in the implementation of relevant, appropriate and meaningful approaches. Transition to School 4 Position Statement References Authors Alexander, K. L., & Entwisle, D. R. (1998). Facilitating the The authors of this statement are leading researchers in transition to first grade: The nature of transition and research the field of transition, from Australia and around the world. on factors. Elementary School Journal, 98(4), 351-364. Individually and collectively, they have conducted high quality research on the transition to school over many years, published Commonwealth of Australia. (2009a). Belonging, being, widely in prestigious academic journals, addressed learned becoming: The early years learning framework for Australia. forums, informed professional practice and provided input for http://www.deewr.gov.au/EarlyChildhood/Policy_Agenda/Qual policy. Their work has formed the basis of advice for various ity/Pages/EarlyYearsLearningFramework.aspx levels of government, educational organisations and systems Commonwealth of Australia. (2009b). National quality and provided the framework for approaches to transition in framework for early childhood education and care. their respective countries, as well as internationally. http://www.deewr.gov.au/Earlychildhood/Policy_Agenda/Quali The researchers and key publications are listed below. ty/Pages/home.aspx Professor Sue Dockett, Murray School of Education, Charles Dockett, S., & Perry, B. (2007). Transitions to school: Sturt University. Perceptions, expectations, experiences. Sydney: University http://www.csu.edu.au/faculty/educat/murrayed/staff/dockett of NSW Press. _sue.htm Dunlop, A-W., & Fabian, H. (Eds.) (2007). Informing Dockett, S., Perry, B., & Kearney, E. (2010). School readiness: transitions in the early years: Research, policy and practice. what does it mean for Indigenous children, families, schools London: OUP/McGraw Hill. and communities? Issues Paper 2. Canberra: Closing the Margetts, K. (2007). Preparing children for school: Benefits Gap Clearinghouse. and privileges. Australian Journal of Early Childhood, 32(2), http://www.aihw.gov.au/closingthegap/documents/issues_ 43–50. papers/ctg-ip02.pdf OECD. (2006). Starting strong II. Early childhood education Emeritus Professor Aline-Wendy Dunlop, University of and care, Executive summary. Strathclyde, Scotland. http://www.oecd.org/document/63/0,3343,en_2649_392632 http://www.strath.ac.uk/humanities/courses/education/staff/ 31_37416703_1_1_1_1,00.html dunlopaline-wendyprof/ Peters, S. (2010). Literature Review: Transition from early childhood education to school. Wellington: New Zealand Dunlop, A-W., & Fabian, H. (Eds.) (2007). Informing Ministry of Education. transitions in the early years: Research, policy and practice. http://www.educationcounts.govt.nz/publications/ece/78823 London: OUP/McGraw Hill. Smart, D., Sanson, A., Baxter, B., Edwards, B., & Hayes, A. Professor Jóhanna Einarsdóttir, Faculty of Education, (2008). Home-to-school transitions for financially University of Iceland, Iceland. disadvantaged children: Summary report. Sydney: The Smith https://uni.hi.is/joein/ Family and Australian Institute of Family Studies. Einarsdottir, J. (2010). Children's experiences of the first year http://www.thesmithfamily.com.au/site/page.cfm?u=105 of primary school. European Early Childhood Education Research Journal, 18(2), 163-180. Transition to School 5 Position Statement Professor Anders Garpelin, School of Education, Culture Margetts, K. (2009). Early transition and adjustment and and Communication at Mälardalen University, Sweden. children's adjustment after six years of schooling. European Early Childhood Education Research Journal, 17(3), 309 – 324. http://www.mdh.se/ukk/staff/sqa/agn02 Dr Elizabeth Murray, School of Teacher Education, Charles Garpelin, A. (2004). Accepted or rejected in school, European Sturt University. Educational Research Journal, 3(4), 729-742. http://www.csu.edu.au/faculty/educat/teached/dubbo/staff/lib Professor Beth Graue, Department of Curriculum and bey_murray.html Instruction, University of Wisconsin, Madison, USA. Murray, E., & Harrison, L. J. (2005). Children’s perspectives http://www.wcer.wisc.edu/people/staff.php?sid=472 on their first year of school: Introducing a new pictorial Graue, E. (2006). The answer is readiness - Now what is the measure of school stress. European Early Childhood question? Early Education and Development, 17(1), 43-56. Education Research Journal, 13, 111-127 Associate Professor Linda Harrison, Charles Sturt University. Professor Bob Perry, Murray School of Education, Charles http://www.csu.edu.au/faculty/educat/teached/staff/harrison_l Sturt University. inda.htm http://www.csu.edu.au/faculty/educat/murrayed/staff/perry_b Harrison, L., Clarke, L., & & Ungerer, J. (2007). Children's ob.htm drawings provide a new perspective on linkages between Dockett, S., & Perry, B. (2007). Transitions to school: teacher-child relationship quality and school adjustment. Early Perceptions, expectations, experiences. Sydney: University Childhood Research Quarterly, 22, 55-71. of NSW Press. Dr Mei Seung (Michelle) Lam, Assistant Professor, Dr Sally Peters, Department of Human Development and Department of Early Childhood Education, Hong Kong Counselling, University of Waikato, New Zealand. Institute of Education, Hong Kong. http://edlinked.soe.waikato.ac.nz/staff/index.php?user=speters https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=9863 Peters, S. (2010). Literature review: Transition from early Lam, M. S., & Pollard, A. (2006). A conceptual framework for childhood education to school. Wellington: Ministry of understanding children as agents in the transition from home Education. to kindergarten. Early Years: An International Journal of Dr Anne Petriwskyj, Faculty of Education, Early Childhood, Research and Development, 26 (2), 123-141. Queensland University of Technology. Dr Noella Mackenzie, Murray School of Education, Charles http://staff.qut.edu.au/staff/petriwse Sturt University. Petriwskyj, Anne (2010) Who has rights to what? Inclusion in http://www.csu.edu.au/faculty/educat/murrayed/staff/macken Australian early childhood programs. Contemporary Issues in zie_noella.htm Early Childhood, 11(4). 342 352. Mackenzie, N.M (2008) Becoming a writer: Can we predict Dr Tuija Turunen, Murray School of Education, Charles Sturt how children will engage with the writing process at school University; University of Lapland, Finland. entry? Journal of Reading, Writing and Literacy, 3(1), 1-19. http://www.csu.edu.au/faculty/educat/murrayed/staff/turunen Associate Professor Kay Margetts, Melbourne Graduate _tuija.htm School of Education, The University of Melbourne. Turunen, T. A. (2011). Memories about starting school. What is http://www.edfac.unimelb.edu.au/cgi- remembered after decades? Scandinavian Journal of bin/public/staff_profile.cgi?id=3921 Educational Research. (In press). Transition to School 6 Position Statement Research students The development of this statement has been facilitated through funding support from the following organisations; Several research higher degree students made invaluable contributions to this Position Statement: Charles Sturt University, Australian Government Department of Education, Employment and Workplace Relations, The Ian Potter Foundation, NSW Department of Education and Training – Western Region, South Australian Department of Education and Children’s Services, Victorian Department of Education and Early Childhood Development – Hume Region & Regional Express. Wendy Goff, Charles Sturt University Kathryn Hopps, Charles Sturt University Cathy Kaplun, Charles Sturt University Amy MacDonald, Charles Sturt University Leonie McIntosh, University of Western Sydney Susanne Rogers, Charles Sturt University y ion b trat Illus The opinions expressed in this document are those of the authors and do not necessarily reflect the opinions of the funding bodies. o Cale ard Bern ISBN 978-1-86467-231-2 ©2011 Research Institute for Professional Practice, Learning and Education Charles Sturt University Transition to school: Position statement by Educational Transitions and Change (ETC) Research Group. <http://www.csu.edu.au/research/ripple/publications/index.htm> is licensed under a Creative Commons AttributionNonCommercial-NoDerivs 3.0 Unported License <http://creativecommons.org/licenses/by-nc-nd/3.0/> . Suggested Citation: Educational Transitions and Change (ETC) Research Group. (2011). Transition to school: Position statement Albury-Wodonga: Research Institute for Professional Practice, Learning and Education, Charles Sturt University. Imagecorp Pty Ltd <http://creativecommons.org/licenses/by-nc-nd/3.0/>