Abstract
In this chapter, the development, implementation and expansion of the Wollongong Transition to School experience are documented by leading players in this enterprise. The importance of community involvement and leadership in transition to school matters is explored, as are the partnerships that can make things happen. While the achievements of the Wollongong Transition to School Network are impressive, even more impressive is the sustainability achieved through strong leadership, commitment and the backing of a local government authority. This network has provided an exemplar for many community transition to school developments in Australia.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Illawarra is the name of the region containing both Wollongong and Shellharbour.
- 2.
At the time, this was the early childhood education curriculum framework used in NSW settings.
- 3.
Both the Guidelines for Effective Transition to School Programs and the Indicators of Progress matrix derived from the Starting School Research Project (Dockett and Perry 2006). The Indicators of Progress matrix outlines different levels of attainment for each of the Guidelines and encourages groups to map their current practice as well as planning for improved transitions practice.
- 4.
Shellharbour, Kiama, and Nowra are cities south of Wollongong.
- 5.
‘Koori’ is a term used by some Indigenous Australians as a generic descriptor of Aboriginal people living in certain areas, including the Illawarra region.
References
Carter, M., & Curtis, D. (2010). The visionary director (2nd ed.). St Paul: Redleaf Press.
Dockett, S., & Perry, B. (2006). Starting school: A guide for educators. Sydney: Pademelon Press.
Einarsdóttir, J., Perry, B., & Dockett, S. (2008). Transition to school practices: Comparisons from Iceland and Australia. Early Years, 28(1), 47–60.
Illawarra Transition to School Network. (2008). Starting school booklet. http://www.transitiontoschool.com.au/downloads/early_childhood/00051_TTS_School%20starters%20book_web.pdf Accessed 6 Oct 2011.
Kagan, S. L., & Tarrant, K. (2010). Transitions for young children: Creating connections across early childhood systems. Baltimore: Paul H. Brookes.
Kirk-Downey, T., & Perry, B. (2006). Making transition to school a community event: The Wollongong experience. International Journal of Transitions in Childhood, 2, 40–49. http://extranet.edfac.unimelb.edu.au/LED/tec/pdf/journal2_pract_kirkdowney%20and%20perry.pdf. Accessed 22 Jan 2012.
NSW Department of Education and Training. (2003). Starting school with a smile. http://www.schools.nsw.edu.au/media/downloads/languagesupport/start_sch_smile/sch_smile_eng.pdf. Accessed 21 Oct 2011.
NSW Government. (2011). Aboriginal child, youth and family strategy. http://www.community.nsw.gov.au/docs_menu/for_agencies_that_work_with_us/our_funding_programs/acyfs.html. Accessed 24 July 2012.
Perry, B., & Dockett, S. (2007). Voices of children starting school. Wollongong: Illawarra Transition to School Network. http://www.transitiontoschool.com.au/downloads/research/Voices%20of%20children%20in%20starting%20school%20-%20Bob%20Perry%20and%20Sue%20Dockett.pdf. Accessed 9 Aug 2012.
Perry, B., & Dockett, S. (2011). ‘How ‘bout we have a celebration?’ Advice from children on starting school. European Early Childhood Education Research Journal, 19(3), 375–388.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Appendix
Appendix
This poem was inspired by the John Lennon song ‘Imagine’ and the ways in which Carter and Curtis (2010) have used it to inspire visionary thinking about the ways we want education (or in this case, transition to school) to be. It has been written by Margaret Gleeson and Michele Kicks, in collaboration with the Wollongong Transition to School Network.
1.1 Imagine a Transition Program
Imagine a transition program
Where children are respected and their feelings are important
Where children’s voices are heard and their questions explored
Where learning is motivated by children’s sense of wonder and their capacity for joy
And the magic of childhood infects families, teachers and educators
Imagine a transition program
Where the measures of success are smiles on children’s faces and their eagerness to return rather, than the number of worksheets they bring home
Where play and collaboration are recognised as primary vehicles for learning
Where children are active participants in their learning rather than passive recipients
And the importance of developing positive relationships is not overlooked
Imagine a transition program
Where cultures are valued and respected and influence the life of the classroom
Where the strength and capabilities of children are recognised and valued
Where their individuality is celebrated and allowed to shine
Where their eagerness to meet this new challenge is nurtured
Where they feel competent and confident in themselves as learners
Where children can attempt challenges without fear of the consequence of failure
And are valued as contributing members of the school community
Imagine a transition program
Where families are recognised as the child’s first and most important teacher
Where the doors of prior-to-school settings and classrooms are always open
Where the strong foundations of early childhood are recognised and built upon
And the collaboration between families, teachers and educators focuses on the best interests of the children
Imagine a transition program
Where the mixed feelings of families are seen as valid and can be shared
Where it’s okay to cry and tissues and tea are always on hand
Where parents can linger and feel supported by mentors
And the hopes of families for their children are translated into the goals of teachers
Where families, teachers and educators form close partnerships
Where this important step for families is acknowledged, families are supported
and barriers are broken down
Where families are empowered to ask questions and voice opinions,
Where feedback is viewed as a chance to grow and improve
Imagine a transition program
That evolves in response to research and best practice
That is personalized by each school and its community
That is embraced as an essential component of the whole school
Where buddies share the excitement of school starters
Where the wider community acknowledges the significance of transitions
And their positive contribution to community wellbeing
Imagine a transition program
Where teachers have the time and resources to be creative
Where teachers have strong networks for collaboration and support
Where their hearts and minds are nourished through professional development
Where their passion and commitment to children is embraced and infectious
Imagine a transition program
Validated by the Government through the provision of resources!
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Kirk-Downey, T., Hinton, S. (2014). The Wollongong Transition to School Experience: A Big Step for Children, Families and the Community. In: Perry, B., Dockett, S., Petriwskyj, A. (eds) Transitions to School - International Research, Policy and Practice. International perspectives on early childhood education and development, vol 9. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7350-9_17
Download citation
DOI: https://doi.org/10.1007/978-94-007-7350-9_17
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-7349-3
Online ISBN: 978-94-007-7350-9
eBook Packages: Humanities, Social Sciences and LawEducation (R0)