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?
Stimulus Question 6.What is Aboriginal cultural awareness and why is it important to embed this in early childhood teaching?
Stimulus Question 5.Have you used the Transition to School Statement? What are your experiences with it? How can the Department continue to support the use of the Statement?
Stimulus Question 4.What are some of the ways in which your school, service or community celebrate cultural diversity?
Stimulus Question 3.How can we ensure that asylum-seeker and refugee children and families are included and supported when accessing quality early childhood education and in their transition to school?
Stimulus Question 2.How do children communicate and express that they are experiencing a positive transition to school? (Click to enter a comment)
Stimulus Question 1.What are the indicators of a successful transition to school and how do we measure it? (Click to enter a comment)
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?
Problem Definition 3.Thinking about how schools and services can be more inclusive of diverse cultures and create culturally safe environments. What has been your experience in creating these environments – have they been positive and effective? Please share these insights with the group, we look forward to hearing from you all.
Problem Definition 2.Sydney’s Inner West recently experienced a high incidence of preventable childhood disease. Through the NQF, early learning services already play an important role in educating and communicating with families about effective immunisation and disease prevention. How can practitioners, schools and communities better integrate early childhood health and learning services? What resources are available and what further tools might we need?
Problem Definition 1.The Transition to School Statement is being taken online in 2017. In the digital environment, how will we determine what information and data about children’s early learning is captured, stored and shared? How will we overcome fears about this?
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