CESA Continuity & Transition Project 2017-2018 - Day #1

When
29 Aug 2017
9:00 AM - 4:00 PM
Location
Catholic Education Office, Room 7, 116 George Street, Thebarton
Spaces left
35

Registration

Catholic Education Members ($20.00)

Registration is closed

Starting school is a major event in the life of children and their families.

In the first eight years of life children face many important changes, including attending different learning environments, with different social groups, roles and expectations.

How children continue to flourish as they experience the multiple challenges and opportunities bought about by the transition to school, will be strongly influenced by the context and practices of the school community.

This series of 4 project days explores the challenges and opportunities for children's learning, growth and development in the processes of starting school. This research project considers the following questions:

How can schools and families work together to give rise to children as active protagonists of their transition to school?
What are the continuities and discontinuities between children's early learning experiences and environments and the school's learning environment?
What is school readiness? What does that mean for families, the school and preschool?
As an aspect of tradition, how do we prepare a learning environment which welcomes and includes all children?

Register for Day 1 by Tuesday 9th August 2017

Cost - $20.00

Please keep a copy of your registration confirmation for your professional portfolio.

The further dates for this project are as follows:

Day 2 – Term 1 2018 - to be advised

Day 3 - Term 2 2018 - to be advised

Day 4 - Term 3 2018 - to be advised

For further information contact Barbara Murray:

Phone: 8301 6101
Email: barbara.murray@cesa.catholic.edu.au

The Continuity & Transition Project supports Reception teachers and early childhood educators, primary teachers, principals and Catholic Education consultants to:

Engage in a research project with other interested and committed colleagues;
Explore the perceptions and expectations of all those involved in supporting young children’s transitions to school;
Develop new ways of approaching transitions practice;
Enhance continuity of learning and development in the first years of school; and
Document this research as a means of making learning visible to educators, children and families.

AITSL National Professional Standards for Teachers include:
3.2, 3.6, 3.7, 4.1, 4.4, 6.3 and 7.4.