This reflection was inspired by our conversation in class today about how people, places and things become reference points for children to gain new understandings of concepts, knowledge, and interactions.
H was in the process of transitioning to school and had just spent the morning in her new classroom. She arrived at our centre in her new uniform and with her new school bag. We asked her to share her experience at mat time. I am in the preschool room so I knew that this would be beneficial for all of the children in my room. Among other things she was excited to tell us that she knew the songs that they sing at school. Then she opened teh floor for children to ask hr questions. The children know that there are six different questions that are asked at sharing times to prompt good discussion. They used these to get some pertinent information from H.
Where do you put your school bag? "In my locker like the one I have here."
What did you do there? "I sat on the mat."
When did you go? "I went in the morning with my brother and my sister."
How did you go there? "My mum took me."
Who are your friends there? "I have a reading buddy. Her name is E."
Why did you go there? "Because I am going to school when I turn five on my birthday."
After mat time the children gathered around her to look at her new lunch box and books.
Research has identified that successful transition to school is crucial for children's emotional well-being, social confidence and future learning. By sharing pre-visits with her peers at pre-school H gets to practice "border crossing" into ever extending environmenal systems (Hartley, Rogers et al, cited Meade, 2010). These "borders" are illustrated in Bronfenbrenner's Ecological Theory of Development which holds that children's development reflects the influence of several environmental systems (Santrock, 2008). Te Whariki acknowledges this by requiring that "The wider world of family and community is an integral part of the early childhood curriculum" (Ministry of Education, 1996, p.42).
H was able to discover some points of reference for processing her new school experience. She found similarities in pre-school and school culture such as mat times, lockers for her bag and familiar songs. According to Fabian and Dunlop (2006) it is important for children to have strong connections between school and early childhood settings. By allowing H to share these experiences with our preschoolers, she also becomes a connection to the' world of school' for them.
This clarified my understanding of how the interaction of people, places and things becomes a significant aspect of a child's holistic development and has prompted me to put more effort into implementing and developing our transition to school procedures.
Wow transitioning to school is such a big step. It is definately beneficial to have pre school visits and then equally as important to share these visits with your peers. Making connecting links between centre and school life will definately help our chidlren to settle when they finally transition to school. Your post dosn't mention if a teacher went on the visit as well? I have been privy to attending two centers where the teachers also accompany the children on their visits. This seemed to work well and the children were very excited when it was their turn to visit. Maybe something your centre could look at?
ReplyDeleteRemember the ecological theory? School, family and friends are important in children's lives. Yes, transitioning to school is a big step for children, I very agreed with Liz. This post well relates to social studies. how would you extend children's understanding of social studies? How would you support children in transition?
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