ECE Resources

Transitions from ECE to school – Part 2

This webinar, presented by Sally Peters and Hazel Woodhouse, focuses on children’s transition to school. Sally and Hazel examine the Pathways section of Te Whāriki and its potential to support learning as children transition from early childhood education to school. 

The focus is on how teachers in ECE and school might utilise the two curriculum documents to ‘weave’ new learning as the whāriki expands. These ideas are illustrated through some practical examples. Sally also offers some thoughts about the current work on the curriculum refresh. 

You can watch a recording of the Transitions part 1 webinar here.

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 

Questions for exploring the key ideas from this webinar 

3.13 The background to linking the early childhood and primary curriculum documents 
7.55 The Pathways section in Te Whāriki  
11.40 How new entrant teachers might use the Pathways section to support new children’s learning  
15.50 Facilitating play in the new entrant context 
20.18 Using transitional objects to support children’s adjustment to school 
26.19 The curriculum refresh for schools
28.55 Passing on portfolio infromation to school 
31.46 Transition reports
33.26 How to involve families and whānau  
37.37 Play in the new entrant classroom versus academic work in ECE
45.30 Advocacy for play and connections with early childhood in schools 
49.57 Building relationships between ECE and new entrant teachers 
52.11 Concluding comments 

Questions for exploring the key ideas from this webinar 

How might you connect and build relationships with children’s previous / next teachers? 

What information do you pass on to school / receive from the child’s early childhood setting, and how useful is it? 

How might you involve children and families in creating a transition portfolio? 

How familiar are you with the Pathways section of Te Whāriki

How might you advocate for play as a key activity for children transitioning from early childhood to school, and connect play to deep and meaningful learning? 

Further reading 

TKI online: 

Peters, S., Hartley, C., Rogers, P., Smith, J., & Carr, M. (2009). Supporting the transition from early childhood education to school: Insights from one Centre of Innovation project.  SET: Research information for teachers, 3, 4-10.  


Hazel Woodhouse

Hazel Woodhouse is a doctoral student at the University of Waikato. As a former new entrant teacher and early years teacher, Hazel is interested in how to provide a supportive transition to school. Her research explores the possibilities of using social media and digital resources to help families engage, be informed, and connect with other transitioning families.


Sally Peters

Associate Professor Sally Peters is Head of School Te Kura Toi Tangata School of Education at the University of Waikato. Sally’s passion for the early years began as an early childhood teacher, and developed further as a researcher in early childhood and school settings. Sally has led a number of projects researching different aspects of transition as children move from early childhood education to school. In 2017 Sally was part of the writing team for the update of the early childhood curriculum Te Whāriki, with particular responsibility for the ‘Pathways to School and Kura’ section. She is currently on the Ministry of Education’s Curriculum Voices Group for the refresh of the New Zealand Curriculum.

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