Successful Foundations is a project which supports the positive transition to school of Kindergarten children and their families through a system wide implementation of the Early Learning Policy for Catholic schools in the Diocese of Maitland-Newcastle. As Kindergarten classrooms come to life over the next few weeks, Early Learning Experts Bridie Stanger and Taylor Stokes share their insights into this innovative project and how it supports our youngest learners as they take their first steps in school.
Successful Foundations is a positive response by the Catholic Schools Diocese of Maitland-Newcastle to the growing evidence, both nationally and internationally that the first years of life, play and transition to school have significant impact on education, wellbeing and subsequent life trajectories (Dockett & Perry, 2014). It is founded on genuine respect for the learner and authentic and respectful relationships between adults and children.
Parental engagement in learning and education involves families and schools working in partnership to build connections between the most important environments in which children and young people learn. Successful Foundations is designed to support children and their families to have a positive transition to school.
Transition to school is a process of continuity and change as children move into and through one state of being and belonging to another. The transition to school is one of the most important transitions a child will make. As well as the child, the family undergoes the process of transition. The process of transition occurs over time, beginning before the child starts school and extending to the point where the child and family feel a sense of belonging at school and when this is evident to teachers.
Children’s transition to school has implications for their learning, wellbeing and development – both at the time of transition and into the future. Relationships are at the core of positive transition to school experiences (Sayers et al., 2072) and at the core of Successful Foundations.
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Play with your child at home – encourage imaginative play, constructive play, and role play. Playing boardgames and card games are a great way to model sharing and turn taking.
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Establish, or maintain, a consistent routine in the evenings and mornings.
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Minimise afternoon commitments outside of school – your child may be very tired of an evening. Having most afternoons free for Term 1 can help.
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Continue to read to your child – this is a wonderful time to connect with your child and a great way to wind down before they go to sleep.
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Nurture your child’s independence – include them in making their lunch, pack and unpack their own bag, carry their own bag to and from school.
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Speak positively about school – as children are making new connections and friends at school, they may not remember names. Instead of asking ‘who did you play with today?’, try asking ‘what did you play today?’ or ‘what was your favourite part of the day?’.
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Reach out to the school or your child’s teacher if you have any questions.
