6.2.1 Transitions


Continuity of learning and transitions for each child are supported by sharing information and clarifying responsibilities.

Younger children

Exceeding theme 1: Practice is embedded and Exceeding theme 3: Family and community engagement

Using the checklist above, we need to work out who is doing a great job and celebrate it as a strength ready for the QIP, or identify who needs to have their skill and knowledge improved and create a lesson plan to do this.

Case Study – Great practice identified and embedded.
We visit our children’s home before they start at our centre to ensure the child has the best transition.
Our Centre provides a great transition for children. We do this by offering all new families a “home visit” so that children can meet and spend time with educators in their own home. Children benefit from meeting educators in their home environment as it is where they feel most safe and secure. They recognise that their parents have let these people into their home, so they can be trusted. When children start at the centre, they have a familiar person to reach out for, which helps with their transition, especially in those first few days and weeks. It also helps to form a relationship between parents, educators and children before children even start their first day in care.

Educators chat and have a coffee with mum and/or dad on home visits, learn what children’s interests and favourite toys are, look at family photos and meet family pets. This helps educators to feel more comfortable with parents. Educators benefit, as the home visits give them something to talk to children about to help strengthen the link between home and the centre.
Parents realise that they, along with their child are special and important to us, as we have gone to the effort to come to them, and it gives them the time and opportunity to talk on a more involved level with educators. Parents also benefit from home visits as they have someone familiar to leave their child with on their first day – not a complete stranger. As educators and parents have already met, it helps to create a bond from the very first day – paving the way for strong relationships to develop, which encourages parents to be involved in and contribute to service decisions – because they know how valued they are to us. Mel Nursery 2 educator has been on several home visits, and enjoys meeting children and families in their own environment, and has found that parents seem much more at ease on the first day when they have had a home visit.

Mel also knows that we are demonstrating our commitment to Learning Outcome 1 of the EYLF (Children have a strong sense of identity) by building secure attachments, and establishing trusting relationships through the implementation of our home visit program.

3-5-year-old children

Using the checklist above, we need to work out who is doing a great job and celebrate it as a strength ready for the QIP, or identify who needs to have their skill and knowledge improved and create a lesson plan to do this.

Case Study – Great practice identified and embedded.
All educators’ photos and monthly roster are displayed for parents both in the room near the lockers and on our closed Facebook page. This has helped parents learn our names and us learn their names. Through the closed Facebook pages we are encouraging parents to tell us about their weekends, the everyday things children do at home and their child’s interest. This helps transitions in the morning because we have things to discuss and ideas to plan from.

Kangaroo room educator Tara says “drop offs and pick-ups are a great time for me. I quickly check our room’s Facebook page to see what the children and family are up to. It’s a great conversation starter and from there we identify if there are any changes to their home routine or interesting events that we can extend learning with. This allows us to tailor the day for the child. For example:

Luci loved wearing her Rapunzel hair on the weekend, Asher made his signature dish again tonight – Spag Bol and how it takes Mum Meanie hours to clean up cornflour after her twins make ‘cloud dough’ at home. We learnt Stella and Khloe were excited to talk to us about the watches they received as birthday presents. All of this great information has created valuable learning. For example we are planning and making lunches the children want to eat, not every day but at least once a week. Time and measuring learning has extended now for weeks. As well as setting up a ‘Rapunzel playworld’ for all of us to join in.”

Case Study – School Selection and School Readiness
March 9th Message from mother in the Kangaroos closed Facebook page. “I’m hoping this is okay to ask here – if not please let me know and I can delete. For those parents with kids going to school next year – where are your kids going? I’m new to this and realising I need to figure it out pretty soon!!”

I didn’t realise how anxious and nervous parents get about school. and don’t know what to expect, who will be there, if their child will have the skills and knowledge necessary for school. I forget that my children are older and nearly left school. How can I help?
I feel that school transition is something we can do better and need to start now.

We need to establish strong, sensitive and equal relationships with families to successfully promote transitions. We may also need to establish these relationships with local schools and early intervention/additional needs professionals. Here are some ways we can develop these relationships:
⦁ home visit program
⦁ families and educators exchange (at least basic) information about children during drop-offs and pick-ups
⦁ educators share with families some of the specific interactions they had with the children during the day
⦁ information about children’s eating and sleeping patterns is provided to families
⦁ during the settling-in period, educators discuss with the family how their child is adjusting and together they plan to support the child
⦁ educators consult with families about experiences and resources that children use at home eg in physical play
⦁ educators respect families’ wishes for the religious or cultural aspects of eating, drinking and food handling
⦁ educators liaise with families to establish hygiene and dental care practices that will work at home and in the service
⦁ families are consulted to ensure each child’s needs in relationship to nappy changing and/or toileting are met
⦁ educators work with families to develop a consistent approach to toileting that reflects family routines
⦁ sleep routines and settling techniques match home routines where possible
⦁ information about local schools and school readiness is provided to families in an accessible format
⦁ educators, families and outside professionals meet to discuss support plan and appropriate practices

Describe why your centre is unique due to the geographical, cultural and community you are located in.


Describe how you hear the voices, priorities and strengths of the children and families at the centre.


Describe how you support families to build relationships with relevant community services and agencies that enhance children’s wellbeing, learning.


Describe how you look for and build new community partnerships based on your family and children’s strengths.



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