Transcript Document

NATIONAL CONFERENCE
ADELAIDE 2008
March 16,17 & 18
Transition to School
Ashmont Public School Kinderstart
Mark Crouch
NSW Dare To Lead Coordinator
Everyone’s Business
Contribution to improvements for
Aboriginal students becomes everyone’s
business and our major shared priority.
Children who make a smooth transition to
school are more likely to be successful in
their life long learning.
Andrew Cappie-Wood, Director General NSW DET, April 2005
Why do we need a special focus on
early childhood?
Some communities do better than others in
raising healthy, well-adjusted children. We
must provide some opportunities for all
children.
Economists are now recognising the huge
long-term financial benefits of substantial
investment in the early years.
Graham Vimpani, Niftey, 2006
Early childhood years are vital!
Quality early learning and care experiences
from birth lay the foundation for a smooth
transition to school, doing well at school and
having better life chances more generally
National Agenda for Early Childhood 2006
Planned Transition to School
programs are preventative and
positive in outcomes
Children’s early experience sets the stage for
their later development in many ways. US
studies have suggested that there are
substantial savings to be made over longer
term from prevention and early intervention
programs in early childhood.
National Agenda for Early Childhood 2006
Transition should build on children’s
learning in early childhood and
develop links between prior-toschool and school
Children need experiences in the early years
that fosters their social, emotional, physical,
intellectual, cultural and spiritual
development well being
National Agenda for Early Childhood 2006
Early Childhood Programs
Early childhood education programs
should emphasise:
• Child-centredness
• Learning through play
Quality prior-to-school programs
create strong connections with
parents and families
They are characterised by appropriate:
Child:Teacher/AEW ratios
 Group sizes
 Qualified and trained teachers and
workers
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Factors underpinning
successful transition to school
programs
• Involvement of Aboriginal and Torres Strait
Islander families
• relationships and genuine collaboration
Positive
• Learning community
• Holistic approach
• Dual focus
Factors which enhance the
success of transition
• Promoting Aboriginal identity
• Promoting general wellbeing
• Family involvement
• Aboriginal Education Worker
• Leadership team
• Joint planning
Ten guidelines for effective transition
• Positive relationships
• Children are capable learners
• Orientation verses Transition
• Resources
• Stakeholders
• Well planned
• Flexible Based on trust and respect
• Reciprocal communication
• Context of community
Bob Perry, Associate Professor in Education, University of Western Sydney
Challenges to Successful
Transition to School
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Nature of the program
Family involvement
Communication
Transience
Reaching children and families who do
not access prior-to-school settings
• Transport
Challenges to Successful
Transition to School (cont.)
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Funding
Personnel
Organisation
Planning and evaluation
Curriculum
Resources
Challenges relating to Aboriginal children
with disabilities
• Simplistic solutions
Effective Transition Programs
include at least the following:
• The development of positive, respectful
relationships among all involved
• Skills, particularly related to numeracy and literacy
• Promoting a positive sense of Aboriginal identity
within the school
• Issues of general wellbeing for both children and
families
Effective Transition programs
• Establish positive relationships between children,
parents and educators
• Facilitate each child’s development as a capable
learner
• Differentiate between ‘orientation’ and
‘transition’ programs
• Draw upon dedicated funding resources
• Involve a range of stakeholdres
Effective Transition Programs
(cont)
• Are well planned and effectively evaluated
• Are flexible and responsive
• Are based on mutual respect
• Rely on reciprocal communication among
participants
• Take into account the context of community,
families and children
Ashmont PS - Kinderstart
• Commenced in 2002 and continued virtually
unchanged in 2003 and 2004
• Funded through grant from DEST (DEEWR)
• Employed Casual Teacher
• Conducted in Term 4 for last 4 weeks of the term
(half days week 1 and full days weeks 2,3 & 4)
• Catered for a maximum of 20 students with priority
given to Aboriginal and Torres Strait Islander
students
• Focused on orientation and play activities
Ashmont PS – Kinderstart (cont)
In 2005 the following changes were
implemented:
• Kinderstart Program was extended to 6 weeks
• An Aboriginal Education Worker (AEW) was
employed for the duration of the program
• A formal Teaching and Learning Program was
developed which focused on creative play,
socialisation and curriculum
• Formation of a Kinderstart Committee (AEA,
Kinderstart teacher and Kindergarten Teacher)
Ashmont PS – Kinderstart (cont)
In 2006 the following changes were
implemented:
• Funded through Schools in Partnership
• Program extended to 8 weeks (Week 1: 3 half days, Weeks 2: 3
full days and Weeks 4 to 8: full days)
• AEW employed for all of Term 4 and Term 1 the following year
• Stronger emphasis on curriculum
• Emphasis on building relationship with parents, families and
community
• Formation of a Prior to School Committee (Kinderstart teacher,
Kindergarten teacher, AEW, Aboriginal teacher, AP, Principal,
Aboriginal community member, AECG)
• Formal evaluation of Kinderstart and community survey
Ashmont PS – Kinderstart (cont)
In 2007 the following changes were implemented:
• Kinderstart was extended to 9 weeks
• Teacher and AEW employed for 2 weeks prior to commencement
of the program and one week after program concluded
• AEW employed for Terms 1 & 2 the following year
• Emphasis on the utilisation of other agencies and involvement of
Regional DET personnel e.g. literacy and numeracy consultants
• Greater involvement of Kinderstart in school programs e.g. formal
library lessons, visits to Kindergarten classrooms timetabled
• Development of promotional materials e.g. flyers, fridge magnets,
Kindergarten Student Starter Packs & Parent Packs
• Conducting a formal Kindergarten Graduation Day
Kinderstart Expected Outcomes
‘Kinderstart aims to generate positive outcomes not
only for your child, but for you, your family, community
members and teachers alike’
Children will:
• Develop confidence
• Feel more secure
• Have a positive attitude to school
• Meet other children
• Know what is expected from them
• Find it easier to separate from family
• Be familiar with the school environment and routines
• Be ready for ‘Big School’
Kinderstart Expected Outcomes
(cont.)
Parents, families and community members will:
• Meet and communicate with teachers, school
executive and office staff
• Meet other parents and caregivers
• Be aware of the important role they play in their
child’s learning
• Feel welcome and comfortable in the school
• Be confident about their child’s entry to school so
that so that separation will be easier
• Develop close links to the school
Kinderstart Expected Outcomes
(cont)
Teachers and the school will:
• Gain knowledge of the incoming students
• Identify children with special needs
• Establish valuable contacts with parents and
community members
• Provide a positive basis for all students to have a
successful entry to school in 2008
Kinderstart Data
Kinderstart 2005
• Enrolments – 13 (7 Indigenous)
• Attendance – 81 % (Indigenous 84%)
• Parent involvement – 39% of parents seen regularly (Indigenous 17%)
Kinderstart 2006
• Enrolments – 18 (11 Indigenous)
• Attendance – 89 % (Indigenous 93%)
• Parent involvement – 58% of parents seen regularly (Indigenous 78%)
Kinderstart 2007
• Enrolments – 27 (12 Indigenous)
• Attendance – 97 % (Indigenous 96%)
• Parent involvement – 89% of parents seen regularly (Indigenous 86%)
Transition to School
Ashmont Public School Kinderstart
Recipient of a 2007 Dare To Lead
National Achievement Award
Mark Crouch
NSW Dare To Lead Coordinator
[email protected]