Transition Statements
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Contacts
Community Child Care
www.cccinc.org.au
Debbie Cole
[email protected]
The ‘Big Picture’
‘Change is a key feature throughout...transition periods.
Children need to feel secure, confident and connected to
people, places, events, routines and understandings when
they move into a new environment.’
(p. 33, VEYLDF, 2009)
The context – Transition: A Positive Start to School
Initiative
From 2009, all services offering a‘
funded kindergarten program
complete a Transition Learning and
Development Statement
(Transition Statement) for children
starting school in the following
year.
The initiative aims to improve
children’s experience of starting
school by enhancing the
development and delivery of
transition programs.
.
The context – The VEYLDF
The Victorian Framework is a guide for families and
all professionals involved with children’s learning
and development from birth to eight years. It has
been designed to:
• strengthen children’s learning and development
• enhance partnerships with families and early
childhood professionals
• support children’s transitions both within early
childhood services and at point of entry to school.
The context – The FSAC
‘Educators work with children, families, other
professionals and the broader community to
ensure successful transitions between settings and
that children feel secure and confident. They assist
children to understand the traditions, routines and
practices of the settings to which they are moving
and to feel comfortable with the process of
change.’
(p.16, FSAC, 2011)
What is an effective transition?
‘A combination of approaches and processes is required to support effective transition,
which is achieved when:
• respectful, trusting and supportive relationships are maintained among all those
working with children and their families
• information about children is well understood, shared and valued
• children have the opportunity to have their say about what is important to them
• processes are adapted in response to local communities
• children and families who require additional support are identified early, and support is
planned and delivered through a collaborative approach.’
(p. 34, VEYLDF, 2009)
What is a Transition
Statement?
T
What is a Transition Statement?
The statement provides an opportunity for children, their families and
professionals working with them to contribute and have their views reflected in
it.
The information in the statement:
• Summarises a child’s learning and development as they enter school
• Identifies their individual approaches to learning and interests
• Indicates how the child can be supported to continue learning.
(DET, 2015)
What is a Transition Statement?
The Transition Statement process
Parents are provided with information about the Transition Statements.
Parents are requested to complete Part 1.
The educator (s) complete Part 2.
Parents are provided with a complete copy of the Transition Statements and are asked to
provide consent to share the statement with schools and other professionals.
If consent is provided, a copy of the Transition Statement is given to the child’s school
and other professionals. Parents may also consent to information being shared verbally
between professionals.
What is the purpose of a Transition Statement?
• plan for individual children’s strengths, interests and needs
• identify special/additional needs and plan support or interventions
• support children to feel safe and comfortable in the new setting
• become familiar with language used in other settings to talk about children’s
wellbeing, learning and development
• collaborate with families, children, school staff, early childhood and other
professionals
• develop shared understandings about children’s wellbeing, learning and
development
Reflection
What opportunities have been
created through the Transition
Statements?
What are the challenges?
How have you addressed these
challenges?
Collaboration with Families, Children and
other Professionals
T
The role of OSHC in supporting transitions
• Supporting children to feel safe and comfortable in school and OSHC
• Collaborating with families, children, school staff, early childhood and other
professionals
• Developing shared understandings about children’s learning, wellbeing and
development for effective planning
• Maintaining continuity between school, OSHC and home
• Supporting existing plans and strategies for children with additional needs
Collaborating with other professionals
• Initiate contact and develop relationships with other professionals (early
childhood, school, allied health)
• Invite other professionals to visit the service
• Provide general information about OSHC
• Provide specific information about the service
• Become familiar with the assessment practices of early childhood services,
schools and other health services
• Consider ways to maintain continuity with other services
Collaborating with other professionals
• Engage in school orientation and transition programs
• Establish ‘Transition’ networks and professional groups
• Discuss the role and purpose of the Transition Statements with other
professionals, and how they can be used effectively to support children
during transitions
• Develop programs between schools, OSHC and early childhood settings
Collaborating with families
• Meet families during orientation and transition programs
• Provide information about OSHC and your service
• Initiate discussions about Transitions Statements
• Seek out Transition Statements and other relevant information from families
• Use Transition Statements to develop shared understandings with families and
maintain continuity for children
• Use the information to support children with additional needs
Collaborating with families
• Use Transitions Statements for evaluation and documentation purposes
• Use the information provided as a basis for tracking children’s progress and
wellbeing
• Demonstrate the value of Transitions Statements for children, educators and
families
Collaborating with children
• Meet with children during orientation and transition programs
• Engage children in conversations about transitions and the Transition
Statement
• Use the Transition Statements to plan for new children
• Use the information to build relationships, create a sense of belonging and
support children’s interests
• Link the Transition Statements to program documentation and evaluation
Reflection
‘
How do you collaborate with other professionals, families and children to
support the transition to school and OSHC?
How do you engage with the Transition Statements?
How could this be improved?
What still challenges you?
Final thought
‘Early childhood professionals from different contexts have a lot to
contribute to children’s transitions. They bring professional knowledge and
experience about children’s learning and development. By sharing this
knowledge and experience, and working in partnership with families,
educators can recognise a child’s strengths and plan appropriate learning
and teaching programs.’
(p. 34, VEYLDF, 2009)
Resources
Transition: A Positive Start to School
• Transition: A Positive Start to School – A guide for families, early childhood
services, outside school hours care services and schools
• Transition: A Positive Start to School Resource Kit
• Transition Learning and Development Statement
• Guidelines to help families complete the Transition Learning and Development
Statement – Part 1: the family
• Information Sheet for Families
These resources can be found at
http://www.education.vic.gov.au/earlylearning/transitionschool/profresources
Resources
Dockett, S. & Perry, B. (2014). Continuity of Learning: A resource to support
effective transition to school and school age care. Canberra, ACT: Australian
Government Department of Education.
Dockett, S., & Perry, B. (2006). Starting school: A handbook for educators.
Sydney: Pademelon Press.
Dockett, S., & Perry, B. (2007). Starting school: Perceptions, expectations
and experiences. Sydney: UNSW Press.
Resources
Eastman, C., Koop, D., Newton, B.J., & Valentine, K. (2012). Linking schools
and early years: Project evaluation. Social Policy Research Centre, University
of New South Wales.
SCOPE. (2010). Transition to school for children with disabilities: A review of
the literature.
ECIA NSW www.transitiontoschoolresource.org.au
SNAICC. (2013). Supporting transition to school for Aboriginal and Torres
Strait Islander children: What it means and what works?
Thank you.
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