Bridging the Pedagogical Divide for a Positive Transition to School

The transition to school is a significant milestone for young children and their families. The importance of children’s transition in terms of later educational success and social adjustment to school has been recognised as... [ view full abstract ]

The transition to school is a significant milestone for young children and their families. The importance of children’s transition in terms of later educational success and social adjustment to school has been recognised as significant. A growing body of international research also demonstrates that a positive transition to school is important for the development of feelings of belonging and self-identity. In this presentation I will share details of the implementation and results of a research project undertaken in urban and regional areas of NSW, Australia. The research explored the question, ‘How do principles of play-based learning support pedagogical continuity for children starting school?’ The project investigated the use of play-based pedagogies to support children and their families in the transition to school. The methodology of the project involved teachers in prior to school and school settings coming together for an extended series of professional learning workshops. The teachers from the different settings were paired, and given three full days to shadow each other in their respective services. They were subsequently supported by the researchers to share their insights regarding the differences in pedagogical approaches between prior to school and school settings. Further professional learning regarding principles and practices of play-based learning were provided. The results of the project indicate that the shadowing and sharing experiences facilitated in-depth teacher conversations and served as the catalyst for practitioner inquiry projects undertaken by the teachers in their settings which resulted in changes in teaching practices and approaches involving play-based learning.

Keywords -  Transition, play-based learning, practitioner inquiry, self-identity