Uppeldi og menntun - 01.07.2006, Qupperneq 106

Uppeldi og menntun - 01.07.2006, Qupperneq 106
106 to school programs should address continuity (or change) to the same degree in each of these categories. Perhaps there can be strong continuity in terms of physical matters – the preschool and school share the same site – and social matters – children may move from preschool to school as part of a large cohort of friends, but not in terms of philosophy – play-based, constructivist curriculum in the preschool and a subject- based, teacher-centred curriculum in the school. any other combination of continuity and change in the three categories, along with gradations between these, are possible in practice. It is certainly not the situation that we can say greater continuity in the three categories will lead to a more effective transition, nor can we say that greater discontinuity will benefit this transition. One thing that does seem clear is that, as children start school, the demands go up and the supports go down. To help ex­plain what this statement means, Pianta (2004, cited in Dockett & Perry, 2007, p. 124) identifies four significant areas of change as children start school: 1 There is a shift in the academic demands of children. Many children are ex­pect- ed to engage in tasks that may be unfamiliar to them, and their performance on these tasks is used to compare children and make educational decisions. 2 The social environment of school is much more complex­ than that of home or prior-to-school setting. Not only are there many more peers to interact with, as well as a wider range and greater number of children overall, interaction patterns with adults are different from those in other settings. 3 There is less parent support in the day-to-day activities of school than in either home or prior-to-school settings. Parents can feel less engaged with school and children can feel that parents are less involved. 4 There is less time in school for individual attention from the teacher. Even with small classes, the decrease in staff:child ratios means that teachers have less time to respond on an individual level. We have found (Dockett & Perry, 2007) that all the significant players in a child’s transition to school ex­pect that there will be changes as the child starts school. Children are clear that they want there to be change. They ex­pect school to be different and, generally, see this to be positive. They are keen to become ‘big kids’ and starting school is one way for their enhanced status to be recognised. Parents and educators also ex­pect change, but it is notable that neither adult group sees itself changing nearly as much as the children who are making the transition to school. The ex­pecta-tion is that the least ex­perienced participants in the transition – the children – will change the most (Dockett, Perry, & Nicolson, 2002). In her chapter on preschool and the first years of elementary school in Sweden, Pramling Samuelsson (2006) provides the following summary of attempts to improve coordination between preschools and schools as children make the transition from one to the other. Such coordination is seen as an important precursor to effective transition to school programs. a review of transition to school studies has revealed four major themes: V ið­Horf
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