CURRICULUM (Regulation 43)
POL 6 TRANSITIONS
Rationale: Children are supported to develop their emotional, social, cognitive and physical skills in
preparation for as smooth and hassle free transition as possible for both the primary school and over two
environments.
In filling out the enrolment form the parents/caregivers/whānau acknowledge their details will be
forwarded to the local primary schools.
Information packs are available for local primary schools.
Children settling into the preschool environment will be assigned a key teacher to support procedures (see
settling in policy).
Transition to school information is provided to parents when the child turns 4.
The transition process for infants should be consultative process between staff in the infant area, the
parent/whānau and staff in the over two area.
Transition should start approximately two months prior to the child’s second birthday or as soon as they
show signs of readiness to join the older children.
Children have a right to feel comfortable and secure at the Centre the children’s needs and wishes are
paramount.
No transition should be forced. Children should be given time to settle and adapt to new situations and
people.
The transition teaching team will support the child during the transition process, however all staff will work
together to ensure a smooth transition for children graduating from one group to another.
The expectations and wishes of the parents will be addressed as required.
Procedures for transitioning to school
Two school visits are organised per school term to each of the Methven township primary schools. Children
not booked in on the day of the visit are permitted to attend these visits under the care of
parents/caregivers. However it is inadmissible for siblings or younger children to attend.
Children are encouraged and supported in their holistic development which will assist and complement
their well-being in order to prepare the child for school life.
Literacy and mathematical activities are promoted throughout the curriculum for all children in the daily
planning of the curriculum and setting up of the environment.
Support for specific writing skills is offered as children show interest and as they achieve the fine motor
skills which other activities in the curriculum promote.
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Parents/caregivers/whānau are encouraged to take the child’s profile book on their initial ‘school arrange’
visits to share with teachers their experiences and progress in learning and development in the pre-school
environment.
Procedures for the transition of children to the over two area
Teachers encourage and support infants growing independence.
Teachers will consult with parents/caregivers/whānau in assessing the child’s readiness for transitioning
and develop an individual support plan.
Parents will receive on-going feedback from the transition teacher(s) in regards to how the child is
adapting to the transition process.
Record of the transition process will be kept in the child’s portfolio book (in consultation between the
under two teachers and the transition teacher).
The transition teacher will support the child until such time that the child feels comfortable with other
teachers. It is understood that for some children this is a slow, gradual process. Where possible, the child
may initially spend time in the over two’s during quieter times. This will allow them to get used to the area
without having to get used to a crowd of older children as well.
The transition teachers will support and encourage the child to interact with the other children and
teachers in various areas of play and guide them in appropriate use of play equipment and the materials
provided. The child will also be guided to respect other children’s work and encouraged to experience
meal-times, mat-times, tidy-up times, sleep ties, nappy changing times as well as play times in the over two
area during the transition process.
Children are introduced to their peers and older children are encouraged to be supportive, gentle and kind
at all times.
The transition teachers are responsible for not more than two children during the initial transition period.
Information on the transitioning child regarding the child’s developmental stage, needs, likes and dislikes,
sleep routines, toileting, comforts, allergies, medication as well as specific expectations voiced by the
parent will be shared using the under two transition information sheet. The transition teacher/under two
teachers will share information in regards to the child at the staff meetings.
An information booklet is available to parents/caregivers/whānau when the process begins.
Date reviewed: September 2013
Date modified:
Next review date: September 2014
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