The importance of comprehensive transition programs is increasingly being recognised. This exploratory study was designed to identify the transition practices and needs of primary schools across Victoria in metropolitan and non-metropolitan locations; and from government and non-government educational sectors. Staff from 155 schools completed a questionnaire involving multiple choice and open-ended response formats. Schools reported providing a wide range and number of activities to support children and their families during the transition to school. Variation across geographical locations and educational sectors were found, with some activities being more likely to be provided depending on whether schools: were located in a metropolitan or non-metropolitan area; or, belonged to the government or non-government educational sector. Of concern, were findings highlighting the relatively few numbers of schools specifically catering for children and families from diverse socio-cultural backgrounds (for example, single parent, low socio-economic status, immigrant and, families with language backgrounds other than English) or, engaging in transition activities with child care centres. / The need for schools to consider the needs of these groups of children and families is recommended. Teachers raised a number of concerns in relation to the transition to school and provided suggestions for improving the transition to school experience for children and their families. For example, specific ideas included: joint administrative responsibility for schools and prior to school settings; greater resources and release time for transition activities; more formalised and uniform information sharing processes/protocols, including the development of an assessment tool to capture relevant information on children’s prior learning and development; aligning curricula; developing clusters/networks; providing joint professional development/training; and, parenting support. Further research to investigate the types and use of transition activities employed by parents, prior to school setting staff, communities, and the influence of these activities on children’s adjustment to school is recommended.
| Identifer | oai:union.ndltd.org:ADTP/282674 |
| Date | January 2010 |
| Creators | Thomasson, Helen |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | Restricted Access: Abstract and Citation Only Available |
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