Register for Day 1 by Wednesday 27 February 2019

Cost - $25.00 (includes morning tea and lunch)

Starting school is a major event in the life of children and their families. In the first five years of life children face many important changes, including attending different learning environments, with different social groups, roles and expectations.

Mid-year entry may mean children leave preschool early to join our learning communities. Research demonstrates the importance of pedagogy and practice consistent with the principles of the Early Years Learning Framework for well-being and the development of executive function (Price & Allen, 2017; Sylva et al, 2004; Whitebread, 2012). How children continue to flourish as they experience the multiple challenges and opportunities brought about by the transition to school, will be strongly influenced by the context and practices of the school community.

This series of 3 project days and a twilight session, uses a research approach to explore the challenges and opportunities for children’s learning, growth and development in the processes of starting school. The project considers:

• How schools and families work together to give rise to children as active protagonists of their transition into school;
  
• How entering school impacts on well-being and developing executive function;
  
• What it means for a school to be ready for children and the implications for the school, families and the preschool?
  
• Continuity of curriculum using the EYLF alongside the Foundation stage of the Australian Curriculum to ensure pedagogy supports the flourishing of dispositions for learning (the Key Capabilities)?
  
• Improved contemporary Transition practice and Policies

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

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.