In the context of education, transitions are any time that children move between settings or activities. Transitions can be smaller – like moving between activities or areas within their learning environment – or larger, like moving from preschool to kindergarten or changing schools. Effective transitions are characterised by continuity for children and are an important foundation for future learning.
Effective transitions:
- promote children’s learning and wellbeing
- improve children’s confidence in managing change
- foster a sense of belonging and connectedness to the community
- grow partnerships and positive relationships between settings.
Effective transitions rely on schools, educators and families working together to make sure the child’s story is passed along and their needs are met across settings. Gone are the days of asking children to be “school-ready”. We are working towards schools that are ready to support children through strong communities for learning. Effective transitions is a strengths-based approach to transitions and ensures families and children are active participants in sharing their stories.
Set up for Success: An Early Childhood Strategy for the ACT includes developing an ACT-wide approach to effective transitions between services for children, including early childhood education and care settings and schools.
Continuity and Transitioning Framework
A Continuity and Transitioning (C&T) Framework has been developed to support children who are transitioning from early childhood education and care services to four year-old preschool. It includes a C&T Statement that captures educator, child and family reflections and includes examples and tips in each section to help guide users. The C&T Statement is shared with the receiving preschool and can be used to frame further discussions to support a great transition experience for all.
The C&T Statement can also be used by early childhood support services such as paediatricians, speech therapists, hearing or vision specialists, physiotherapists, psychologists, play therapy services, or social workers to capture information about children with developmental needs or disability transitioning to preschool.
Resources:
- Continuity and Transitioning Framework
(388kb): provides guidance on how to implement the framework including supports for completing the C&T Statement. - Continuity and Transitioning Statement
(82kb): this template is used to record reflections. Examples are provided to support completion. Practitioners from early childhood support services may choose to only complete page 2 of this statement. - Continuity and Transitioning Statement: A guide for families (204kb): provides context for families in completing their reflections.
Further support or information:
If you are completing a C&T Statement for a child in the 3 year-old initiative transitioning to preschool and would like further support or have any questions, contact the Early Childhood Community Coordinators via earlychildhoodcommunitycoordinator@act.gov.au.
If you are completing a C&T Statement for a child with developmental needs or disability transitioning to preschool and would like further support or have any questions, contact the Preschool Pathways Partners via preschoolpathways@act.gov.au.