Uppeldi og menntun - 01.07.2006, Page 109

Uppeldi og menntun - 01.07.2006, Page 109
10 the syllabus structures and accountability mechanisms can help, issues of tradition, personal beliefs of educators, levels of trust and communication among educators and parental ex­pectations will have a large effect on what actually happens in both preschool and school settings, and, hence, what happens as children make the change from one to another. During the EECERa conference, the authors of this paper were fortunate to be able to collaborate with the conference chair, Jóhanna Einarsdóttir, in the presentation of a paper comparing transition to school practices of preschool and school educators in Iceland and New South Wales, australia. The results showed many similarities and differences between the two geographical contex­ts. Issues around continuity and change were highlighted by the educators but there were some interesting caveats: 1. for the educators, continuity of curriculum and pedagogy were desirable outcomes but it was almost always ‘the other setting’ that needed to change in order to achieve continuity; 2. change was seen to be an inevitable consequence of and contex­t for transition but this change was almost completely to be ex­perienced by the children making the transition, and, to a much smaller ex­tent, their families; and 3. while educators felt it important for children to know what was going to happen to them as they moved to school, they did not think that the children were concerned about the change and, in fact, were looking forward to it. Conclusion young children ex­perience many transitions in the early years of their lives. all of these transitions have varying degrees of continuity and change across the three categories suggested by Fabian (2002). Many attempts have been made to smooth the transitions through reducing the levels of discontinuity in the transitions, particular- ly through curriculum and pedagogical approaches. These are to be applauded but they are not nearly enough. young children tell us (Dockett & Perry, 2005) that in the contex­t of their starting school, they need to know what is going to happen to them, they need to know who will be working and playing with them – both adults and children – and they need to be treated as capable people who will be listened to when they have something to say. These children ex­pect change and are generally quite look- ing forward to it. Sometimes, the efforts of adults to smooth the passage as much as possible mean that the two settings involved in the change are boringly alike rather than ex­citingly different. It is important that the adult penchant for continuity does not destroy the children’s ex­citement about change. any change needs to be supported, and early childhood educators certainly work towards such support. The 16th annual Conference of the European Early Childhood Education Research association provided many ex­amples of how early childhood educators from around the world were working towards developing a balance between continuity and change as young children meet the many changes in the early years. The conference was a s­Ue doCkett, BoB Perry­
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