Starting school is a major transition for children and their families. It is a period of change that can be both challenging and exciting.
As an early childhood professional, you can support children and their families to make this transition as smooth as possible. It is important for you to understand that the transition experience starts well before, and extends far beyond, a child’s first day of school.
Many children start school after going to a kindergarten program, others have attended child care and some may go from home to school. All children will have developed a range of skills and abilities before starting school.
Transition: A Positive Start to School
The Transition: A Positive Start to School initiative ('initiative') aims to improve children’s experience of starting school by strengthening the development and delivery of transition programs. This provides a shared understanding between early childhood services and schools about what is important for children and their families during this exciting time.
To support a positive start to school for all children, a guide has been developed to provide advice on improving children’s experience of starting school. It is relevant for:
- all early childhood services providing programs for children in the year prior to school
- Outside School Hours Care settings (OSHC) services
- schools in the government, catholic and independent sectors.
The guide provides information on:
- the transition to school context and approach
- transition to school programs
- the Transition Learning and Development Statement.
To view the guide, see: Transition: A Positive Start to School (pdf - 763.19kb) | Word (docx - 1.14mb)
Transition Learning and Development Statement
A key component of the initiative is the Transition Learning and Development Statement ('statement/s') – a tool for the consistent sharing and transfer of information about a child’s early learning and development irrespective of the setting to or from which the child is transitioning. Its aim is to support continuity of learning as children transition to primary school.
The information in the statement helps prep teachers to get to know the children entering their classes before they start; and to plan for each child’s learning and development when they start school. For information and resources, see: Transition Learning and Development Statement
- The statement is available in electronic and paper-based formats. See: Templates
- To order hard copies of the statement, please see: Resources
The strength-based approach is about assisting people (educators, children, families) to build a picture of what a child’s learning and development could look like in the future. It views situations realistically and looks for opportunities to complement and support existing strengths and capacities as opposed to focusing on, and staying with, the problem or concern.
The guide was developed in consultation with early childhood and school educators, professionals, academics and stakeholders. You can use this resource to learn more about the strength-based approach and to help you with writing and interpreting statements.
For more information, see: Strength-based approach guide (pdf - 453.92kb) | Word (docx - 382.64kb)
A number of research projects have explored how early childhood education and care services, schools and families can support children to have a positive start to primary school. For more information, see: Research About Transition to School
For the Victorian Early Years Learning and Development Framework (VEYLDF) evidence papers, the Gowrie Victoria support and advice line and other resources for professionals, see: Resources
For further resources, see:
For further information on Transition to School, please send your enquiry to: firstname.lastname@example.org