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 early childhood education 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 early childhood centres |
| 45.30 | Advocacy for play and connections with early childhood in schools |
| 49.57 | Building relationships between early childhood 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: https://tewhariki.tki.org.nz/en/weaving-te-whariki/pathways-and-transitions/
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.
