This webinar speaks to earliest transitions in ECE as threads of significance in and across time.
Panelists:
- Professor Jayne White, University of Canterbury
- Fiona Westbrook, kaiako at the Kauri centre of Campus Creche, Waikato
- Bridgette Redder, Kaiārahi Hōtaka for Te Rito Maioha Early Childhood New Zealand
- Kathryn Hawkes, Senior visiting kaiako, Home Based Education Inspired Kindergartens
- Waveney Lord, pou whakahaere at Best Start Waikato
The researchers draw from their discoveries as members of a recent international project that set out to better understand the social and emotional event-of-becoming that took place for tamariki, whānau and kaiako during movements into, between and across diverse educational settings. They share their insights concerning ‘what works’ and why, in consideration of local, bicultural and intercultural contemporary perspectives that have been generated out of the International Study of Social and Emotional Experiences in Early Transitions (ISSEET).
To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article.
Topics discussed in this webinar
Times shown in minutes and seconds from the start of the video
| 3.44 | What was The International Study of Social and Emotional Early Transitions [ISSEET] about? |
| 9.47 | Why focus on early transitions into ECE? |
| 12.29 | The ‘threads of significance’ from the research |
| 19.49 | Transition pedagogies |
| 23.25 | Unique aspects of transition in Aotearoa |
| 27.05 | Intercultural dialogues across ISSEET |
| 31.47 | Key messages from the research |
| 40.17 | Optimal number of transitions |
| 44.03 | Supporting transitions in settings with high ratios of children to teachers |
| 45.50 | Transitions for older children |
Questions for exploring the key ideas from this webinar
What kinds of rituals and routines do you use to support children through transition?
Have you reflected on your pedagogies of transition? What might these be based upon?
How do you understand the role of the key teacher in your setting?
How much, and in what ways, are you able to tailor transition experiences for the individual needs of the tamaiti, whānau, and the wider peer group?
What might intercultural comparisons offer you in terms of reflections on your practice?
Further reading
The ISSEET report will be available soon at www.cognitioneducation.co.nz
The Aotearoa Early Transitions website.
White, J., Hansen, K., Hawkes K., Redder, B., Lord, W., & Perks, N. (2018). Key teaching (primary caregiving?) practices during infant transitions to early childhood education and care in Aotearoa New Zealand. The First Years Ngā Tau Tuatahi, 20(2), 5-14.
White, E. J., Westbrook, F., Hawkes, K., Lord, W., & Redder, B. (2021). (In)visible perceptions of objects (‘things’) during early transitions: Intertwining subjectivities in ECEC. Contemporary Issues in Early Childhood. https://doi.org/10.1177/14639491211027904
White, E. J., Marwick, H., Amorim, K., Rutanen, N., & Herold, L. (Eds.). (2022, in press). First transitions to early childhood education and care: Culturally responsive approaches to the people, places, environments and ideologies of earliest care encounters across six countries. Springer.
