Ngā whakawhitinga atu ki tua i te whare kōhungahunga

Transitions out of ECE spaces

What works?

Titiro whakamuri, kōkiri whakamua.

Look back and reflect so we can move forward.

Moving into kura/school is the final transition in the ECE journey. For many tamariki in Aotearoa it takes place immediately following their fifth birthday (although it is not compulsory to start kura/school until age 6 in Aotearoa New Zealand).

Transition to kura/school is viewed as a significant milestone in Aotearoa New Zealand culture as tamariki move to more formal learning spaces than they may have experienced before. Kaiako and new entrant teachers working together with tamariki and their whānau, can make this process more of a progression than a disruption to their social and emotional wellbeing. Looking back to move forward at this time allows time and space to celebrate the tamaiti, and all that they bring to this next phase of their learning. They are not beginning their learning here, but continuing it, so there will be traces of what has gone before to reflect on in moving forward. Kaiako play an important role in creating positive feelings about what is to come, and supporting new entrant teachers to understand what has gone before.

“Expectations of them change… you know they’re expected to carry their own bags, they’re expected to manage their own food, they’re expected to get themselves dressed, they’re expected to learn, they’re expected to remember to drink. I mean as a society we expect so much of our five year olds, but they were four yesterday - you know- and now they’re five. And because they’re five they’re expected to dress themselves and wear a uniform and comply and sit quietly on the mat and put their hands up and, she does. She’s a good girl”

- Parent, after school entry.

Mōhiotanga: Before the first day transitioning out of ECE

1. Set up pre-settling in times

Provide opportunities for the tamaiti and their whānau to know their new entrant teachers better (for example, pre-entry visits or playdates, whānau transition evenings). These are important ways of supporting tamariki to develop a script that they can revisit as they prepare to start kura/school.
2. Kōrero with whānau

This can help to support them through the process, understand their wants, needs and biases, working through them together. Let them know ways in which they can contact kaiako if they have concerns or want to check in (texts, calls, online profiles such as seesaw).
3. Listen to individual whānau values and emotions

Understand whānau values and emotions, as well as how these may differ from what kaiako value (for example, that their tamaiti is happy as opposed to learning subject content).
4. Be a support person for whānau

Support whānau to know what questions to ask, and how to ask them as they move to kura/school with their tamaiti (for example spaces available at kura/school for quiet time and self-regulation). Be prepared to ask the kura/school the questions for whānau if they need you to.
5. Establish peer relationships of your own

Establish positive relationships with the new entrant kaiako within all kura/school that tamariki are likely to attend. This may include visits to the kura/school, invitations for the new entrant teacher to visit the ECE space and sharing documentation.
6. Be a source of knowledge about the new space

Know the expectations that kura/school have of whānau, through discussions with tamariki and whānau. Find out what the differences are between your setting and each kura/school to learn how to support them.
7. Kōrero with tamariki

Kōrero with tamariki about what they enjoy, what happens at kura/school, who their friends are, what they are learning, what the names of tamariki in their class will be and what their fears are. Facilitate open (rather than leading) dialogues with tamariki that actively listen to their thoughts and feelings about the process. Try not to assume that every tamaiti will react in the same way. Reassure tamariki that they do not have to ‘know’ things before they are ready.
8. Establish positive associations through forecasting

Positive forecasting about what will happen at kura/school (for example, that it is a happy and safe place to be).
9. Take note of individual stages, not ages

Know the developmental stages of the individual, even though they are turning five. Think about whether the timing is right; tamariki are not necessarily ready to transition to kura/school when they turn five.
10. Provide opportunities for whānau to establish routines that will be important for them and their tamaiki before kura/school begins

Talk with whānau about the importance of organising details around events such as drop offs and pick ups (for example, establishing a meeting place such as a landmark in the environment).
11. Discuss what kind of rituals are important to say goodbye to the familiar space

Farewell rituals matter for many tamariki and their whānau!
12. Allow emotions to be processed in the ways that suit each tamaiti

Avoid trivialising the sadness of tamariki and its inevitability. Listen to tamariki, and do not assume that all five year olds act in certain ways during the kura/school transition.

Mātauranga: On the first day transitioning out of ECE

1. Listen

Encourage and facilitate open communication forums for whānau to engage with to find out about their day.
2. Share

Encourage tamariki to share their feelings. For example, one participant said “I was so sad you left me” (referring to her mother)” or “I’m happy I made new friends”
3. Acknowledge the whānau and their emotions

Try to create spaces for them to transition too. As one parent explains: “I felt terrible... when I’m at work or whatever and I’ve left her crying that's quite nice to get so like a little photo of her and some friends doing some school work or you know just knowing she’s ok so that makes a big difference”.
4. Keep calm and facilitate feeling safe

Engage in slow practices that are calm and unhurried. Provide quiet, safe spaces for small group engagement.
5. Acknowledge where the hard parts are

Recognise the increased expectations for tamariki now they are five (for example where to put your bag, when to drink, how to dress yourself).
6. Encourage participation

Understand whānau may want to participate in the ‘small things’ which are actually ‘big things’ for letting go (for example, carrying the child’s bag).
7. Identify common threads

Connect experiences that are offered across the spaces of home and ECE service through a reciprocal connectivity (e.g. shared books). Actively connect and welcome friends and whānau across spaces.
8. Create opportunities for play and playfulness across both spaces.

Prioritise learning that is fun, humorous and playful when tamariki are trying to make sense of the people, places and things in their new kura/school environment.
9. Be aware of the differences and try to mitigate them

Be sensitive to higher levels of noise, bigger groups, and older peers that tamariki may experience on their first day.
10. Organise reflection times with whānau

Have tamariki and kaiako present in the classroom at the end of the day so that experiences can be shared.