Good relationships between children, families and educators across early childhood and school settings are key to positive transitions. Positive transitions occur when children feel a sense of belonging and familiarity in their new learning environment.
2020 Foundation teacher transition visits to kindergarten
As many of the usual face-to-face transition activities may not be undertaken this year due to coronavirus (COVID-19) restrictions, support is being provided to enable Foundation teachers to visit children and early childhood teachers and educators in their kindergarten program.
These visits will provide an opportunity for early childhood teachers to discuss the educational program and pedagogical approach they use to support children’s learning. They will also provide Foundation teachers with the opportunity to observe and interact with children in the kindergarten learning environment.
For further information refer to Guidance on Foundation teacher transition visits to kindergarten
The supporting reciprocal visits project
The Supporting Reciprocal Visits project sought to build on current research that identifies the importance of sharing pedagogical perspectives between professionals working in early childhood and school settings through shared professional learning, combined with reciprocal visiting.
The combination of these two promising practices has proven to be beneficial to children and families as they transition into school and for ongoing professional partnerships.
Watch this short introduction video to
Supporting Reciprocal Visits:
Read video transcript (docx - 34 (docx - 34.36kb)
Between October 2014 and May 2015, the Department commissioned a series of professional learning sessions and reciprocal visits to strengthen transition to school processes for children and families. The aim was to build on and enhance existing relationships between early childhood and school educators.
The project took place in Puckapunyal, Banyan Fields, Tarneit and Bendigo, and strengthened partnerships between educators, while also co-developing strategies to enhance the transition to school for young children and their families.
For more information and a sample structure to guide your network, see: Supporting Reciprocal Visits, Transition to School (docx - 243.09kb)
To view the full research reports by Monash University and Semann & Slattery (in collaboration with Macquarie University), see: 2015 Research - Supporting Reciprocal Visits
Watch these videos to see how other regions have put together their successful reciprocal visits.
Between October 2015 and June 2016, the Department commissioned a series of professional learning sessions and reciprocal visits to strengthen transition to school processes for Koorie children and families. The aim was to build on and enhance existing relationships between early childhood and school educators in areas with high numbers of Koorie children and families.
The project took place in Morwell and Mildura and strengthened partnerships between educators, teachers, leaders and other early childhood professionals while co-developing strategies to enhance the transition to school for young Koorie children and their families. The project aimed to improve the capacity of early childhood educators and school teachers to support Koorie children’s connection to Aboriginal culture during and after transitions, as well as create stronger relationships around children’s transition to school between teachers, educators, children, their families and communities.
To view the full report by Semann & Slattery (in collaboration with Macquarie University and Boon Wurrung Foundation), read: 2016 Research - Supporting Reciprocal Visits (Koorie focus)
Watch these videos to see how these areas put together their reciprocal visits.
Video transcript: Working with Koorie children and families (doc - 93kb)
Video transcript: Building effective transition practices (doc - 109kb)