Creating a Successful Transition Plan: Early Childhood to School

This report presents a comprehensive transition plan designed to facilitate a smooth and successful transition for children from pre-school to primary school. It emphasizes key elements such as equity and diversity, ensuring that all children have equal opportunities and their cultural backgrounds are respected. The plan also focuses on maintaining continuity of learning by building on previous experiences and integrating services to support children's development. Furthermore, it highlights the importance of establishing strong partnerships with families, recognizing their crucial role in a child's learning journey. The report details specific activities and strategies for each term, linking them to the Victorian Early Years Learning and Development Framework, and stresses the need for ongoing communication and collaboration between educators, families, and other professionals involved in the transition process. The ultimate goal is to create a supportive and inclusive environment that fosters children's confidence, well-being, and lifelong learning.

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English

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Table of Contents
Part A...............................................................................................................................................3
Transition Plan.............................................................................................................................3
Part B...............................................................................................................................................6
Introduction..................................................................................................................................6
Transition plan points..................................................................................................................6
Equity and Diversity................................................................................................................6
Continuity of learning..............................................................................................................8
Partnership with families.........................................................................................................9
Conclusion.................................................................................................................................10
Reference List................................................................................................................................11

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Part A
Transition Plan
Kindergarten Description of
Activity (For the
children)
Description of Activity
(For the
families/community/pr
ofessional
engagement)
Links to Part B Links to
Curriculum
Victorian
Curriculum F-2
Foundation
Term 1
1 Talking with children
and their parents after
beginning of
kindergarten sessions
Partnerships with
families
Communication
Children engage in
enjoyable
interactions and
contribute their
experiences and
ideas
2 Distribution of books
and developmental
resources for parents
and children
Continuity of
learning
Community
Children understand
various ways of
contribution through
learning from books,
projects and plays
3
4
5

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Kindergarten Description of
Activity (For the
children)
Description of Activity
(For the
families/community/pr
ofessional
engagement)
Links to Part B Links to
Curriculum
Victorian
Curriculum F-2
Foundation
Term 2
1 Conduct learn and
play fair with hands-
on activities for
children
Partnerships with
families
Learning use play for
investigating,
imagining and
exploring ideas
2 Arrangement of
exchange classrooms
visits for learning more
about each other’s
curriculums and
teaching methods
Continuity of
learning
Learning Children
use reflective
thinking for
considering why
things take place and
what are the learning
from the experiences
3
4
5

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Kindergarten Description of
Activity (For the
children)
Description of Activity
(For the
families/community/pr
ofessional
engagement)
Links to Part B Links to
Curriculum
Victorian
Curriculum F-2
Foundation
Term 3
1 Sharing assessment
and observation
information regarding
individual children
Equity and
diversity
Well-being
Recognize individual
needs and
achievements of
children
2 Setting up orientation
sessions for families for
learning about
expectations,
experience and
kindergarten system.
Equity and
diversity
Communication
Children exchange
feelings,
understandings and
ideas using
representations and
language in play
3
4
5

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Kindergarten Description of
Activity (For the
children)
Description of Activity
(For the
families/community/pr
ofessional
engagement)
Links to Part B Links to
Curriculum
Victorian
Curriculum F-2
Foundation
Term 4
1 Introduction of story
books regarding
beginning school,
sharing and discussing
books with the
children
Continuity of
learning
Identity Children
receive an approach
of new situations
with confidence
2 Hold a transition
session for children’s
parents
Continuity of
learning
Learning Children
participate in a wide
variety of
meaningful and rich
experiences based on
inquiry
3 Meeting with family
and school for
discussing desired
reasonable changes in
the foundation
Partnership with
families
Communication
Children express
feelings and ideas
and respect and
understand others’
perspectives
4
5

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Part B
Introduction
Children who enter school face a certain setting which is qualitatively distinct in terms of
curriculum, people and the setting, from that of their previous experiences. Transition is a term
which is used for describing the period of time during, after and before the move made by
children from a setting of pre-school into primary school (Lee and Goh, 2012). This assessment
focuses on how equity and diversity, continuity of learning and partnership with families can be
used in both the settings of pre-school as well as primary school for engaging and challenging
the learners and children. It discusses the communities and interaction held between the pre-
school staff, parents of children, primary teachers as well as other professionals who are involved
in the process of transition.
Transition plan points
Equity and Diversity
Equity refers to the qualities of justice and fairness. In the context of education, equity means the
child’s rights of participating are honored and that every child has the opportunity of succeeding
(Department of Education and Early Childhood Development Melbourne, 2008). Equity is not
related to providing equal support, but instead it is regarding the recognition of some children’s
additional requirement of support for reaching their potentials (Queensland Government, 2019).
There are three assumptions made regarding equity in transitions. The first assumption is that
everyone benefits from the same level of supports and all are treated equally (UNICEF, 2006).
The second assumption is that individuals are provided with distinct levels of support which
makes it possible for them for having equal access in the participation (UNICEF, 2006). All the
individuals here are treated equitably. The final assumption is that the participation is conducted
by all the individuals without any kind of support or accommodation since inequity’s cause was
addressed (UNICEF, 2006). The systematic barriers are removed here.
Diversity is widely used for referring to the wide variety of differences in individuals, including
their language and cultural backgrounds, values, religions, abilities, sexual orientation,
socioeconomic status, educational background, gender and lifestyles (ACD, 2019). Equality and
equity are often confused with each other. Equality is when every individual is offered with the

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same sets of rights, same opportunities, whereas equity is where it is ensured that all the
individuals have the availability of what they require for enacting the rights mentioned above
(ACD, 2019). Learning programs of kindergarten provide opportunities to teachers for
celebrating the diversity and richness which children as well as their families bring together
within the learning community. The equity in transitions refers to the barriers to participation,
achievement and engagement being addressed consciously within an approach which is based on
strength, in consultation with the communities, children and their families (The Smith Family,
2008).
The educators and teachers who are culturally competent are known for respecting the different
ways of seeing, living and knowing; celebrating the various benefits of diversity and having a
capability of understanding and honoring the differences (State of Victoria, 2012). In the day to
day practice, this is quite evident when the teachers demonstrate a particular commitment which
is ongoing for developing cultural competence of their own in a two way procedure with the
communities and families of children. The context of family and culture is viewed by teachers
and educators as central to the sense of children of belonging and being. It is also central to the
success of children in their lifelong learning. The teachers also seek to promote the cultural
competence of the children. Cultural competence is considered to be much more than merely
awareness regarding cultural differences. It is the capability of understanding, communicating
and efficiently interacting with people across different cultures. The cultural competence
encompasses the development of a positive attitude towards the various differences of culture
(Victoria State Government, 2018a). It also helps in gaining knowledge regarding the various
practices of different cultures and worldwide opinions. It enables the development of skills for
interaction and communication across various cultures.
Continuity of learning
The concept of continuity of learning for children has two parts. Firstly, continuity of learning
refers to the consistency of the experience of children across diverse care and education settings
while they grow up (Foundation House, 2019). This also includes the curriculum, learning
expectations and the learning environments. Secondly, the continuity of learning refers to the
integration of agencies and services which potentially affect children at a provided period of
time. Both these parts mentioned above are important for children (Foundation House, 2019).

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The learning abilities of children typically are built on the basis of their previous experiences and
knowledge, while the master and practice new techniques, concepts and skills. For such a reason,
the consistency between the environment and the settings within which children learn is very
important. While children are adaptable and resilient, their experiences of changes and
transitions have the possibility of being more favorable when there is maximum possible
continuity and consistency between the settings. According to various evidences and researches,
the transition from the settings of early childhood is usually characterized by a lack of continuity
across curriculum, resources, support, pedagogy and relationships (Nolan, Kilderry, Beahan,
Lanting and Speldewinde, 2017). This is specifically challenging for those families and their
children who experience vulnerability and also for the children who suffer from development
delay or a disability. Transitions that are successful often have a lot to do with how families,
their children, communities, schools and services interact and communicate for supporting each
other, even though some discontinuity is inevitable. The successful transitions also have much to
do with how prepared the parties mentioned above are and how successfully they adapt to
changes and cope up with them.
Many children who enter school have the urge of experiencing things which are usually
perceived by them as school activities, like, writing, reading and working with mathematical
concepts and numbers in the setting of a classroom (SNAICC, 2015). These activities are
sometimes already experienced by some children within the settings of early childhood and at
their homes. It is vital for considering the opportunities to resume extending and challenging
learning with necessary practice of pedagogy in the form of children transition into school.
Partnership with families
Every family knows that children way better than anybody else can. Transition to school can be
helped by families by sharing necessary knowledge and information which they have about their
children with the early childhood education and care schools and services (Victoria State
Government, 2018b). The families who are known to have positive relationships with the school
staff and communities, and largely support their children during their school transition are most
likely to continue a positive engagement of their children and themselves with the schools. It is
continuously demonstrated by research and evidences that families largely impact all the learning

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aspects and educational and learning outcomes. When the schools and families of children work
together, the children tend to like schools more and do better.
It is recognized by the Victorian early years learning and development framework that the
partnerships between families and professionals have not been the norm usually and also might
not be recalled by the families or expected by them as a positive experience (Victoria State
Government, 2018c). This demands professionals to be persistent in terms of strengthening and
establishment of partnerships which can also include partnerships with extended family
members.
Certain culturally and personally influenced values or beliefs could be held by the early
childhood professionals, which might not be the same from those of the families that they work
with (Victoria State Government, 2018d). Such kind of mismatch has the potential of affecting
the ability of the early childhood professionals informing an efficient partnership with the
families. The professionals are required for critically reflecting upon these challenges and
discussing and considering their own strong beliefs. The early childhood professionals are also
required to consider and discuss how their beliefs might affect their daily decisions of practice
while working with the children and their families.
It is widely considered that children learn the most during the early ages in the presence of the
people with whom they share the closest relationships (Victoria State Government, 2018b). The
primary reason of influence on the learning and development of children are their own families.
They have a unique perspective regarding their children and have a longstanding relationship
with them. This includes valuable information regarding their children's abilities, strength,
challenges and various interests.
Conclusion
It can be concluded that there are several factors which need to be considered while planning a
transition program that would allow a smooth and successful transition. Relationships and
partnerships help in smoothening the process of transition. In order to decrease the contrasting
environments of the pre-school and primary school, teachers and educators are encouraging more
outdoor and active learning for taking place in primary setting. It is vital for the assessment
information to be shared with parents and other parties which are involved in the process of

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transition of children in order to make sure that the requirements of the children are met. A larger
set of information known about the children makes the creation of a transition program which
meets the requirements of the children easier.

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Reference List
ACD, 2019. Positive Education Planning resource. [online] Available at:
<https://www.acd.org.au/positive-education-planning-resource/> [Accessed 18 February 2019].
Department of Education and Early Childhood Development Melbourne, 2008. Blueprint for
Early Childhood Development and School Reform: An Overview. [pdf] Available at:
<https://www.parliament.vic.gov.au/archive/paec/inquiries/budgetestimates_2008-09/
Presentations/14_05_08_Education_Blueprint_Overview.pdf> [Accessed 18 February 2019].
Foundation House, 2019. Learning: Early Years. [online] Available at:
<http://www.foundationhouse.org.au/early-years/ > [Accessed 18 February 2019].
Lee S. and Goh G., 2012. Action Research to Address the Transition from Kindergarten to
Primary School: Children's Authentic Learning, Construction Play, and Pretend Play. [online]
Available at: <http://ecrp.uiuc.edu/v14n1/lee.html> [Accessed 18 February 2019].
Nolan, A., Kilderry, A., Beahan, J., Lanting, C. and Speldewinde, C., 2017. Early years
transitions: Support for children and families at risk of experiencing vulnerability [online]
Available at: <https://research.acer.edu.au/early_childhood_misc/9/> [Accessed 18 February
2019].
Queensland Government, 2019. Early Childhood Education and Care. [online] Available at:
<https://earlychildhood.qld.gov.au/> [Accessed 18 February 2019].
SNAICC, 2015. Early Years Policy Reform. [pdf] Available at:
<https://www.snaicc.org.au/early-years-policy-reform/> [Accessed 18 February 2019].
State of Victoria, 2012. Strength-based approach: A guide to writing Transition Learning and
Development Statements. [pdf] Available at:
<https://www.education.vic.gov.au/documents/childhood/professionals/learning/
strengthbappr.pdf> [Accessed 18 February 2019].
The Smith Family, 2008. Home-to-school transitions for financially disadvantaged children.
Summary Report. [pdf] Available at: