Theories & their impact on transition processes

EDUC7935 ACPD – Sessions16 – Tue 19th May 2015 - Helen Aitken

Session Overview

School entry in NZ Theories into practice – implications for

transition Discuss Reading 7 (Peters ,2003) Debates around Readiness Successful Transitions : Key issues from

literature DVD Get Ready for School (if time ) Final suggestions from me

Readings relating to this session: Reading 7 *RELATED READING

DISCUSSIONPeters, S. (2003). Theoretical approaches to transition. Early Childhood Folio 10, 21-25. Reading 3

Peters, S., Hartley. C., Rogers, P., Smith, J. & Carr, M. (2009). Supporting the transition from early childhood education to school: Insights from one Centre of Innovation project. Early Childhood Folio, 13, 2-6 Reading 6 Dockett, S. & Perry, B. (2003). Children’s views and children’s voices in starting school. Australian Journal of Early Childhood 28(1)12-17

Recapping from last session:Last session (21st April) we looked at:

Defining transitions, types of transitions, boundary encounters

Travelling to another country scenario Recalling your own memories & experiences of transitions A quick comparison of Te Whāriki and the New Zealand

Curriculum (NZC)–including The Key Competencies An intro to the issues – Mock panel discussion

What stood out for you? What was the most important thing that you learnt in relation to transition ? What do you remember?

Thoughts, queries, comments

School entry age in NZ

In NZ – the age compulsory school entry is 6yrs NZ children are relatively young on school entry

compared to other Western countries – only 4 out of 56 countries had a school entry age of < 6yrs . “indicated no benefit from early entry to formal schooling and some potentially negative consequences for children's long-term success” (Peters, 2010, p 7)

Transition to school programmes described in overseas literature usually relate to groups of children starting together rather than continuous enrolment.

Timing of child’s birthday often determines the size of class – can result in further transitions

Involving Stakeholders

Who are the key stakeholders in the transition to school process?

Theories and their influence on transition to school practices & procedures.

“There is nothing so practical as a good theory” ( – Kurt Lewin,1944, p. 195)

Discussing Theories– * refer to Reading 7 (Peters ,2003) Discussion Form

1. Small Group Task:You will be given a piece of paper with ONE of the

learning theories/approaches discussed in Reading 4*Maturational * Environmental View/Filling the

Gaps * Scaffolding, (Sociocultural) * The big picture (Ecological)

Swop and share your notes regarding this theory in relation to transition to school. What approaches (practices) towards transition to school may result from each theory?

2. Whole Class Discussion: What is the potential learning for parents and ECE

teachers in the stories of Anna (p.9) and Tessa (p. 11)?

1. What paragraph/key sentence did you record on Reading 4 Discussion Form which resonated with you.

Read the quote aloud Share your understandings of

the quote with others

Sharing your quote: Reading 4

This is an opportunity for us to think and discuss some of the issues in the readings regarding transition.

1. Maturational theories

“suggest that development is a process of unfolding or blooming with age” (Peters, 2003, p. 8)

Key theorist – Arnold Gessell (1880-1961)

Provided “descriptions of general traits and trends of behaviour for children of different ages” – not to be regarded as rigid norm or measure to be applied to age

2. Filling the gaps/Environmental theories

Follows on from influence of maturational theories

“The focus is on external evidence of children’s skills and knowledge, such as naming colours, shapes, and the letters of the alphabet” (Peters, 2003, p. 9)

So as a result practice (can) get taken over by trying to prevent or correct deviations from the norm (Peters, 2003)

3. Scaffolding /Sociocultural theories

“the cultural context is central to development” (Peters, 2003, p. 9)

Key theorist – Lev Vygotsky (1896-1934)

“rather than waiting for developmental “readiness”, adults and peers stimulate development by challenging the child within the zone of proximal development. School learning and instruction should be ahead of the child’s cognitive development, creating a zone of proximal development” (Peters, 2003, p9-10)

Reflects Māori concept of tuakana/teina

4. The Big Picture/Ecological theories

“offers a valuable perspective on the complex interweaving of factors that help to shape children’s transition journeys”

Key theorist – Urie Bronfenbrenner (1979)

Different levels of the environment -micro, meso, exo and macrosystems

“Events in one microsystem can effect what happens in another…there may be connections between them” (e.g. a child’s siblings and friends may be present at both home and school)

Also see Reading 3 (Peters et al, 2012), pp 5-6

Debates about Readiness

Readiness concepts have played an important role in debates surrounding transitions.

What factors may effect a children’s readiness for school?

Whose responsibility is it?

Readiness is a relational construct and is but one element of a successful start to school.

“Whether measures of readiness are explicit or implicit, it is important to be aware that there is often a slippage from such constructed norms being acknowledged as description (Burman, 2000). Hence, although developmental theories are simply abstract maps, they can start to function as if they were true models of reality” (cited in Peters, 2003, p. 9).

The legacy of “maturational” and “filling the gaps” approaches remain in our discourse, but it is to be hoped that more promising alternatives can be negotiated, drawing on the insights provided by sociocultural and ecological theories (Peters, 2003, p. 12).

Considering the theories: how do theories influence transition processes?

The transition processes employed by Schools & ECE centres that are described in the literature as ‘best practice’, reside from which theories predominantly?

ANSWER: _____________________________Why do you think this is?(relates to LO4 of course within in-class assessment)

IF TIME: ‘Cocktail evening’ chat – circulate, chat/share idea, move on.

A Synopsis of the literature (Peters, 2010 – Reading 10)

Tells us that … Social and emotional areas of development are

the most important for a positive start to school The transition process takes time – up to a year Cooperative relationships between the ECE centre,

parents/homes and the school are vital to ensure that children move from one to another with ease.

Readiness is an issue but no easy answer School entry policies and attitudes to parents are

crucial The revised New Zealand Curriculum has now

strengthened the relationship with Te Whāriki See. http://educationcounts.edcentre.govt.nz 

What makes for successful transition?

Transition is not an event but a process

Definitions of success must include all perspectives and stakeholders

Success depends on relationships Connecting with funds of knowledge

children bring to school Definitions of success

Peters, 2010

Peters (2010) What do successful transitions look life…? (pp 15-24)

The themes that Peter’s review of literature/research identified regarding successful transitions were:

Belonging, wellbeing – feeling suitable at schoolRecognition & acknowledgement of cultureReciprocal, respectful relationships – friends,

teachers, adult relationshipsEngagement in learningLearning dispositions and identity as learnerPositive teacher expectationsBuilding on funds of knowledge from ECE &

home

The role of Whānau & Services

Transition and orientationConnecting with funds of knowledge from homeCulturally responsive teachingAppropriate assessment practicesMaking links between ECE & SchoolFostering relationships & friendshipsProviding opportunities for playUnderstanding the impact of rulesProviding information & familiarisation activitiesWorking with families

(Peters, 2010, pp41-)

DVD – Get Ready for schoolwww.getreadyforschool.co.nz

Chapter 1 (15 min) – A brief overview of the pre-requisite skills for reading, writing and maths.

“We can help a child succeed with reading, writing and maths if we focus on the foundation skills that underpin all formal learning”

Chapter 3 - 40 different activities for pre-schoolers. Activities to help children towards becoming physically and developmentally ready for formal learning

What are your thoughts and responses to this? How much of these types of foundation skills are utilised in your centre?

Final suggestions…

Look at Peter’s (2010) Literature Review and some of the useful links within the Reading Booklet

Locate the latest books 17-20 of Kei Tua o te Pae which will help you see exemplars of some of the Learning Areas from the NZC – Oral, Visual & written literacies, Mathematics, The Arts & Information & Communication Technology

Your next session with Shiree is on Tue 9th June. Read Reading 11, (Wylie & Hodgen) & Reading 12 (Daum, 2014) prior

Assessment 2 Prep – colour code related LO info? Understand what it is to critically analyse (see Moodle)

References

 Dockett, S. & Perry, B. (2007). Transitions to school: Perceptions, expectations,

experiences. Sydney, Australia: University of New South Wales.Dockett, S. & Perry, B. (2003). Children’s views and children’s voices in starting

school. Australian Journal of Early Childhood 28(1)12-17Margetts, K. (1999). Transition to school: Looking forward. Presented at AECA

National Conference 14-17 July , Darwin.Niesel, R. & Griebel, W. (2005).Transition competence and resiliency in

educational institutions. International Journal of Transitions in Childhood. (1). 4-11.

Peters, S. (2010).Literature review: Transition from early childhood education to school. Report to the Ministry of Education. Wellington: Ministry of Education.

Peters, S. (2003). Theoretical approaches to transition. Early Childhood Folio 10, 21-25.

Woodhead, M. , & Moss. ,P. (Eds). (2007). Early childhood and primary education: Transitions in the lives of young children. Early Childhood in Focus (2). Milton Keynes: Open University

Wylie, C. & Hodgen, E. (2007). The continuing contribution of early childhood education to young people’s competency levels. Wellington: New Zealand Council for Educational Research

E te AtuaKia ora raMo to manaaki kia matouI tenei waMa to awhinaMa to ArohaWhakapainga matou katoa We thank our Guardian(s)For your care and protection over us Through your support and your love and compassionWe have been sustained

KARAKIA WHAKAMUTUNGA