Early Learning Victoria recognises that continuity of learning is vital to ensure children’s early experiences with education are positive, as these experiences have lasting impacts. Learning is cumulative and continuity embeds the benefits of early learning in particular.
Effective transitions support children to form new relationships, learn new routines and feel a sense of connection and belonging. Early Learning Victoria carefully considers the people, learning spaces and systems that impact a child’s experience and ensures continuity of learning opportunities.
Continuity of learning is enhanced through our co-location with schools and community services. We have a strong commitment to building partnerships with other professionals to support best outcomes for Victorian children and their families. Early Learning Victoria considers transitions as processes, not events, which are planned and implemented in stages.
1. Scope
This policy applies to children, families, educators, management and visitors of Early Learning Victoria centres. This includes volunteers, students on placement and contractors or labour hire employees of Early Learning Victoria.
2. Policy statement
This policy articulates the importance of transitions, guiding educators to support continuity of learning as children move through our centres, and as they transition to school.
It highlights the vital importance of meaningful relationships between educators, children and families to ensure transitions are positive and smooth, supporting continuity of learning for all children.
2.1 Requirements
Supporting continuity of learning and transitions is a requirement of the National Quality Standard and is also a strong focus of the Victorian Early Years Learning and Development Framework.
2.2 Background information
Early Learning Victoria values respectful, reciprocal and collaborative relationships. These are key to supporting effective transitions and maintaining continuity of learning. As children move through our centres and then transition to school, our people, systems and spaces work cohesively, with the best interest of the child central to all decision-making.
Meaningful relationships between educators, children and families facilitate smooth transitions, as children’s development and wellbeing are supported. Collaborating and sharing information with other professionals supports continuity of learning, and we share information with all those integral to fostering children’s wellbeing during transitions.
Enrolment and orientation
During enrolment and orientation, we prioritise building meaningful relationships so that children and families get to know the people supporting children’s wellbeing, learning and development.
Systems are in place to ensure there is adequate time for children to get to know their educators during orientation sessions, before they formally start at the centre. Providing an unhurried and supportive orientation period for every child ensures educators and families can discuss important wellbeing, learning and development information and raise any questions or concerns. It also allows the child time to explore and orientate themselves in a new space.
See the Enrolment and orientation policy for information about enrolment and orientation requirements.
Transitioning between rooms and learning spaces
Children attending Early Learning Victoria centres will transition to different rooms and learning spaces each year, or as their learning and development needs change. Early Learning Victoria learning spaces have been thoughtfully designed for maximum flexibility, so children can be grouped according to age, development, group dynamics or learning dispositions. Planning for transitions between rooms each year is determined by these factors – not just chronological age.
Operational considerations, including enrolment vacancies and staff availability, can also influence decisions about how children are grouped. These decisions are never made in isolation and the needs of children and families are prioritised.
In 3-year-old and 4-year-old kindergarten programs, children are generally grouped according to age to meet kindergarten funding guidelines. However, centres will work closely with families to determine when their child should undertake their funded 3-year-old kindergarten year and funded 4-year-old kindergarten/Pre-Prep year.
Our people, systems and spaces combine to offer each child a positive experience during room transition periods, which are generally at the start of each year.
Educators start planning for transitions early and ensure they communicate important information to the child’s family and new educators, including in relation to:
- medical conditions and medication requirements
- adjustments to the learning environment or program to support participation and engagement
- learning and development goals
- interests and preferences for learning experiences
- sleep and rest preferences, dietary needs, communication style and toileting
- preferences for building relationships and engaging with both adults and children
- how families prefer to receive communication
- documentation and assessment of children's learning.
Our systems ensure that familiar educators move with the child into their new room permanently – or, at a minimum, during transition periods. This promotes consistency of relationships, which is important for building secure attachments.
Our centres’ flexible designs mean children will already be familiar with the shared outdoor spaces and will have spent time in different rooms and learning spaces through the indoor/outdoor program.
However, transitioning away from a space that feels safe and consistent can be challenging for young children. Educators aim to support children’s wellbeing and sense of belonging during these challenging periods by:
- keeping routines and expectations consistent and predictable
- ensuring familiar resources are available
- ensuring every child has a named locker, hat and water bottle, and that any comfort items have also transitioned with the child
- displaying family photos, artworks or cultural artefacts so the child sees themselves reflected in their new environment.
Supporting the transition to school
Transitioning to school is a big moment in any young child’s life and can bring with it a wave of emotions. Research suggests that if we support children through other transitions in their life, build connections with professionals and commit to continuity of learning through shared pedagogical approaches and practices, the anxiety that can accompany transitioning to school can be significantly reduced.
In many cases, Early Learning Victoria centres are co-located on school sites. Regardless, educators will carefully plan to support each child’s continuity of learning by:
- talking to children about school, and encouraging them to ask questions or voice their concerns
- arranging visits to the school, including learning spaces such as the playground, library or other facilities
- inviting school students to visit the centre to talk about what school is like
- reading stories about starting school
- including school props, such as uniforms, bags, lunch boxes and chalk boards, in dramatic play areas
- supporting children to develop their self-help and social skills through everyday routines such as mealtimes, where children can practise using lunch boxes
- providing literacy items, such as reading and writing materials, in everyday play activities.
Transition learning and development statement
Each child enrolled in an Early Learning Victoria 4-year-old funded kindergarten program requires a completed Transition Learning and Development Statement (TLDS). This summarises a child’s abilities as they prepare to start school and identifies their approaches to learning. It is shared with families and the school that the child is enrolled to attend.
The TLDS:
- summarises a child’s learning and development
- identifies their approaches to learning and their interests
- indicates how the child can be supported to continue learning.
It is important to note that the TLDS is not a report card. Rather, it helps Foundation teachers get to know the children starting in their class and plan appropriate learning and teaching programs.
Early Learning Victoria teachers are provided time to complete a TLDS for all children who are transitioning to school. They collaborate with children, families and other professionals to complete all sections of the statement, developing a holistic picture of the child to share with their new school.
Professional partnerships
Partnering with professionals is essential to achieving our goal of creating effective connections that benefit children. We partner with a range of professionals from diverse disciplines to achieve the best outcomes for children, including during transitions.
Partnerships are most effective when there is a clear, shared endeavour or goal. This is achieved through mutual respect, but also leadership and coordination. Early Learning Victoria has a dedicated role to assist centres with this leadership and coordination, with the aim to connect Early Learning Victoria centres, health services, family support services and schools. This ensures our children are supported holistically, and everyone is collaborating to improve the quality of children’s learning experiences and ensure continuity of learning.
3. Actions and procedures
3.1 Responsibilities of families
Families are responsible for:
- sharing information with educators about their child’s interests, wellbeing and routines. This could include strategies to mitigate anxiety, and information about sleep, rest and food needs or preferences
- preparing their child for transitions by engaging in discussions and speaking positively about educators and the centre
- keeping routines consistent, minimising additional changes during transition periods
- sharing with educators their child’s thoughts or feelings about transitions or starting school (such as excitement, anticipation or reluctance)
- enrolling their child at school
- discussing orientation arrangements or programs with educators
- discussing with educators how they can support the transition to school to ease anxiety for both the child and their family
- sharing enrolment plans with the nominated supervisor and/or educators
- completing the family section of their child’s Transition Learning and Development Statement.
Children are invited to:
- ask questions about transitions or any changes to their routines
- request that familiar educators assist them during transition periods to help them settle in to new environments
- spend time in their new learning environment before transitioning
- discuss their concerns about transitioning between learning spaces or starting school.
It is also acceptable for children not to talk about transitions or starting school if they prefer.
3.2 Responsibilities of staff
4. Resources
Legislation and standards
- Education and Care Services National Law Act 2010
- Education and Care Services National Regulations 2011
- National Quality Standard, quality area 2: Children’s health and safety
- Occupational Health and Safety Act 2004
- Occupational Health and Safety Regulations 2017
- Privacy and Data Protection Act 2014
- Privacy Act 1988
- Public Health and Wellbeing Act 2008
- Public Health and Wellbeing Regulations 2019
Related policies
- Enrolment and orientation policy
- Management of medical conditions policy and procedure
- Positive relationships, interactions and behaviour support policy
- Anti-bias approach policy
- Child safety and wellbeing policy
- Educational program policy
Links
Definitions
Continuity of learning: The consistency of children’s experience across care and education settings as they grow up. Continuity includes alignment of learning expectations, approaches to pedagogy and practice, assessment practices and learning environments.
Additional needs: Used in relation to children who require or will benefit from specific considerations or adaptations and who:
- are Aboriginal or Torres Strait Islander
- are recent arrivals in Australia
- have culturally and linguistically diverse backgrounds
- live in isolated geographic locations
- are experiencing difficult family circumstances or stress
- are at risk of abuse or neglect
- are experiencing language and communication difficulties
- have a diagnosed disability – physical, sensory, intellectual or autism spectrum disorder
- have a medical or health condition
- demonstrate challenging behaviours and behavioural or psychological disorders
- have developmental delays or learning difficulties.
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