Analyzing Transition Models in Early Childhood Education: A Report

This report examines transition models in early childhood education, with a focus on the Early Years Learning Framework (EYLF) and its impact on children's development. The report references the ecological systems model and highlights the importance of the transition process. It outlines a detailed timeline for transitioning a new learner, including stages for planning, implementation, and ongoing support. The timeline incorporates key elements such as the Australian government’s education policy, inclusion support programs, family involvement, staff training, and the creation of a supportive learning environment. The report also underscores the significance of collaboration with various stakeholders, including parents, therapists, and support staff, to ensure a smooth and effective transition for the child. The assignment also references key literature such as Belonging, Being and Becoming: The Early Years Learning Framework for Australia and Young Children's personal, social & emotional development.

Part B
Transition

Different models describe transition in a learning environment. Scholars in Schischka, Rawlison,
& Hamilton (2012) support the Brofentbrenners model of 1979 of environmental learning which
describes different interconnected structures. Refered to as the ecological systems model the
approach influences learners differently. The immediate surrounding such as the childhood
development center and the family play a central role. The multilevel approach notes that
although the EarlyYears Foundation Stage is important in shaping children’ social, intellectual
and emotional developmet, the transition process is also criitical (Dowling, 2009).
The success of a transition stage depends on an effective Early Years Learning Framework made
of goals, continuity and transition (DEEWR, 2009). These are important factors when movig a
child from the family setting to the ECD. Below is a transitional timeline for a new learner.
Stage Transition
Four moths Focus on the aims of the Australian
governmnt’s education policy for early
childhood learning. Consider support
programs like Inclusion Support Program
( ISP), Inclusion Support Agencies ( ISA)
Consolidate for funds and additional support
workers for individual programs
Two Months Before enrolement, apply EYLF principles in
collaboration with the social networks such as
family relations. Learn more about the
learners preference, speciality and daily

routine.
One Month Together with other members of staff, get
insight into the learners previous
environment, speech and cocupational
therapists.
One Month Incorporate capacity training through staff
professional development for the
management, adminstration, suppport staff
and other employees. Explore The Down
Syndrome New South Wales for professional
training modules.
One Month Engage crucial stakeholders such as
Indivdiual Family Service Plan ( IFSP) for
greater support systems
Two Weeks Improve the learning environment with a
billingual world made of familiar words and
images from family and classroom
One week Create a segment for the learners interests
including imagination tables, and role plays
Day Before Introduce the new learner to peers to make
them feel at home
Day 1 Meet the learner and family members and
allow the learner to explore the new learning

environment
References
DEEWR. (2009). Belonging, being and becoming: The early years of learning framework.
Retrieved October 10, 2017, from http://files.acecqa.gov.au/files/National-Quality-

Framework-Resources-Kit/
belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Dowling, M. (2009). Young Children's personal, social & emotional development. Sage.
Schischka, J., Rawlison, C., & Hamilton, R. (2012). Factors affecting the transition to school for
young children with disabilities. Australian Journal of Early Childhood.