Stimulus Question 17.Do you have any connections with social services in your area that provide assistance to children and families living in Inner West Sydney?
Stimulus Question 16.What activities could you undertake to raise awareness of transition to school programs?
Stimulus Question 15.What strategies do primary school teachers use to monitor and support a child’s development once they have settled into primary school?
Stimulus Question 14.What are examples of ways you can settle children into their new learning environments? What are some formal or informal induction activities that you use for children going into primary school?
Stimulus Question 13.What activities do primary school teachers currently use to prepare children for their transition to school?
Stimulus Question 12.Primary school teachers and educators – in your experience what are the benefits for children who have participated in transition to school as opposed to those who haven’t?
Stimulus Question 11.What information and services are available for families when making decisions about the transition? What are some barriers to communicating with families and how do you overcome them?
Stimulus Question 10.With the aim of facilitating successful transitions for all children, how can we support children and families who aren’t accessing early childhood services in the years prior to school?
Stimulus Question 9.What are some of the ways your service, school and community build connections and collaborative partnerships with all stakeholders to support a smooth transition for all children? What information do you exchange and how?
Stimulus Question 8.In what ways can the Transition to School Statement help children with special needs or disabilities ease the change from early childhood settings to formal school? Should other practitioners, eg GPs, specialists etc, be involved in the transition process too? When is the best time to start the process and how should it be managed?
Stimulus Question 7.How do you think the Transition to School process could evolve to better support families from diverse language backgrounds other than English to navigate the system? What resources could be used to reach out to diverse cultural and language groups to assist them through this stage of their child’s educational journey?
Problem Definition 6.There is a great deal of literature around the importance of a positive start to school for children. Early childhood services and primary schools often talk about the need for ‘School Readiness’ and the ‘Transition to School’. What is the difference between School Readiness and Transition to School? If there is any confusion around these terms, where does it come from?
Problem Definition 5.Strong connections and collaborations between early childhood services and schools is significant to ensuring a smooth transition to school for a child. With a high degree of commonality between the Early Years Learning Framework (EYLF) and the NSW Syllabus (Early Stage 1 in school), how do practitioners and professionals develop ongoing respectful and reciprocal relationships between early childhood services and schools?
Problem Definition 4.Given that the Transition to School Statement holds valuable information about a child’s progress and school readiness, and is a ‘link’ between early childhood educators and kindergarten teachers, what information would be useful to capture? How do schools use this information to enhance a child’s transition to school experience?
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