EDUC08045 2022 Supporting Transitions in the Early Years

General Details

Full Title
Supporting Transitions in the Early Years
Transcript Title
Supporting Transitions
Code
EDUC08045
Attendance
N/A %
Subject Area
EDUC - Education
Department
SOCS - Social Sciences
Level
08 - NFQ Level 8
Credit
05 - 05 Credits
Duration
Semester
Fee
Start Term
2022 - Full Academic Year 2022-23
End Term
9999 - The End of Time
Author(s)
Orla Walsh, Roisin McGlone, Breda McTaggart, Niamh Gallagher
Programme Membership
SG_EEARL_H08 202200 Bachelor of Education (Honours) in Early Education and Care SG_EEARL_H07 202100 Level 7 Professional Qualification in Education in Early Education and Care
Description

The aim of this module is to critically reflect on the pivotal leadership role of the Early Childhood Educator in planning, implementing and evaluating practices to ensure improved continuity of learning and care experiences for young children across a variety of early childhood education and care settings.

Students will critically evaluate key international perspectives in research evidence, policy and practice on early childhood transitions. They will compare and contrast relevant theoretical frameworks and conceptual tools to explore how these can be operationalised in practice to better understand the complexity of transitions and inform child-centred, quality practices, leadership skills and professional competency to support children throughout a variety of horizontal and vertical transitions.

Module content is underpinned by the NCCA's Aistear framework, Síolta Standards and Principles and the Aistear/Síolta Practice Guide as well as modules introduced in the formative years of the programme including, e.g., PSYC06028 & PSYC06029 - Child Development 1 and 2, CARE06032- Relational, Nurturing and Caring Pedagogy, EDUC06027 & CARE07049 -Inclusive Practice 1 and 2, EDUC06022- Curriculum Planning and Documentation 1, EDUC06023-Curriculum Planning and Documentation 2, EDUC07031- Pedagogical Approaches and Practices of Early Childhood, EDUC07037 & EDUC06029-ECCE Practice Placements Years 2 and 3, MGMT07064 - Professional Leadership and Advocacy for Early Learning and Care Environments.

Learning Outcomes

On completion of this module the learner will/should be able to;

1.

Critique the conceptualisation of early childhood transitions from a variety of disciplinary and theoretical perspectives and assess the utility of these frameworks for informing leadership and management of transitions in practice.

2.

Critically examine international/national policies, regulatory and quality frameworks prioritising a focus on leading, managing and supporting early childhood transitions in practice and consider the implications of these for the child and the Early Childhood Educator.

3.

Lead, plan, implement and critically evaluate a variety of evidence-informed pedagogies and curricular practices to support children's transitions both within and between settings, and in partnership with parents and relevant professional stakeholders.

4.

Critically compare and contrast inclusive leadership practices, guidelines and wellbeing interventions for supporting children and families considered to be most vulnerable in transition.

5.

Critique and analyse international, contemporary and integrative perspectives on the concept of ‘school readiness’ from a holistic, ready child, ready family, ready school perspective and consider the implications of this for the child and for the role of the Early Childhood Educator.

6.

Critically evaluate and consider international and national strategies for improved alignment of learning and care standards, assessment, pedagogy and curricula across Early Childhood Education and Care Settings and primary school contexts.

Teaching and Learning Strategies

In line with the spiral curriculum approach of the programme, students will be required to engage in critical reflection on how learning content in this module builds on that introduced in the foundation years of the programme. Various evidence-based and student-centred strategies such as team-based learning, case-based learning and flipped classroom techniques will be incorporated into the pedagogical approach taken in this module. Students will be encouraged to actively engage in critical discussion and debate regarding contemporary issues of relevance to continuity of children's early learning and care experiences in the early years.  Examples of specific teaching and learning strategies will include 'Think/Pair/Share' technique, buzz groups, case based problem solving, consideration of diverse learning abilities and inclusive teaching strategies, critical debate and discussions, enquiry based learning, Reading and Peer-review, Critical Discourse Analysis of Policy, Guest lectures and Seminars and use of Moodle as a repository.

Module content and teaching and learning strategies are underpinned by the NCCA's Aistear framework, Sílota Standards and Principles and the Aistear/Síolta Practice Guide.

Students will be required throughout the teaching and learning process to link and map learning content to the NCCA's Aistear framework and Síolta Standards and Principles as follows:

Aistear

Themes: Well-being, Identity and Belonging, Communicating, Exploring and Thinking

Guidelines for good practice: Building partnerships between parents and practitioners (pp.6-25), Learning and Developing through Interactions (pp.27-30 and 46-47).

Síolta Standards

1: Rights of the Child, C1.1, 1.2, 1.3

3: Parents and Families, C3.1, 3.3

4: Consultation: 4.1, 4.2

6: Play: 6.1, 6.7

7: Curriculum, C7.3

8: Planning and Evaluation, C8.3

12: Communications, 12.2

13: Transitions, C13.1, 13.2, 13.3, 13.4

14: Identity and Belonging, C14.1, 14.2

and.......Research Digests linked to the above Standards

Siolta Principles

Play, Teamwork, Welfare and Wellbeing of Children, Acknowledging and Respecting Diversity, Equality, Responsive, Sensitive and Reciprocal Relationships, Parents as Primary Educators, Acknowledging the Child’s individual strengths, rights and needs.

Module Assessment Strategies

Assessment 1: Development and formulation of a Transition’s Policy for an Early Years Setting (50% of module mark). (Due week 8) (Targeting LOs 1,2,3,4)

In this assignment, students will be required to develop a Transition's Policy for an Early Years Setting and detail the theoretical frames as well as the evidence informed processes and procedures involved in the development of this policy. The aim of the assessment is to outline how the policy will support children who attend the service (and parents/guardians) in both horizontal and vertical transitions of relevance to the setting and make clear the processes and expectations that will make transitions calm and successful for all involved. Formative assessment will formulate part of the assessment strategy (not weighted) where students will pitch their ideas in the form of an elevator pitch strategy, obtain feedback (from lecturers and peers) and incorporate same into their script for summative assessment.

Assessment 2: Development of a Proposal for a Transition’s Programme to support the Child (and Family’s) Transition from Early childhood Education and Care settings to Primary School Education. (50%) (Due week 13) (Targeting LOs, 4,5,6).

In this assessment, students will design a proposal documenting a variety of processes and procedures to support this transition as well as proposed collaborative practices between Early Childhood and Primary School Educators and Leaders, children, parents and other relevant stakeholders impacted by it. This evidence-informed proposal will be developed over a number of weeks in small tutorial groups and will be written up and marked individually. Students will have the option of submitting a written proposal or completing an oral presentation of the proposal for this assessment. Formative assessment will formulate part of the assessment strategy (not weighted) where students will pitch their ideas/theoretical frame in the form of a poster presentation and obtain feedback from lecturer and peers.

Repeat Assessments

Repeat requirements will be determined based on failed components and will be recorded at Progression and Award Boards

Indicative Syllabus

LO 1:    Explore the conceptualisation of early childhood transitions from a variety of disciplinary and theoretical perspectives and assess the utility of these frameworks for leading and managing transitions in practice.

In line with Siolta’s interpretation of Transitions (Standard 13) this learning outcome will take an inclusive and child- centred approach to the understanding of transitions as its starting point . The teaching and learning content will aim to situate different approaches to transitions within relevant theoretical frameworks in an attempt to highlight the underlying assumptions about childhood and child development that inform them. In line with the spiral curriculum approach, students will be reintroduced to a variety of theoretical perspectives of relevance to early childhood development but will explore these in the context of transitions. Theories will include but will not be limited to Developmental Stage Theories/Maturational Theories, Attachment Theory, Socio-cultural and Systems Theories, Horizontal & Vertical Transitioning and Interdisciplinary Communities of Practice and Interdisciplinary Communities of Practice. Additionally, the concepts of Continuities/Discontinuities of Experience and Care, Education and Care Passages/Trajectories will be critically examined. Students will explore the utility of these theories for informing and enhancing their leadership practices, child-centred approaches and professional competency in managing and supporting transitions in practice, thus bridging the theory to practice divide.

LO 2: Critically examine international/national policies, regulatory and quality frameworks prioritising a focus on leading, managing and supporting early childhood transitions in practice and consider the implications of these for the child and the Early Childhood Educator.

Students will be introduced to and critically review a variety of international and national policies and quality frameworks prioritising a focus on the significance of early childhood transitions for children and families in the early years.

Students will conduct a critical discourse analysis of key National Policy and Quality Frameworks including, for example, First 5, Aistear, Siolta (specifically, Standard 1 -Rights of the Child, Standard 2-Environments, Standard 3- Parents and Families, Standard 6 -Play, Standard 12- Communication, Standard 13- Transitions) and AIM, examining their prioritisation of and emphasis on transitions; and considering the implications of these for the child and the role of the Early Years Educator in supporting children and families involved in transitions. In doing so, learning will build on that introduced in earlier modules, e.g. CARE 06031-Quality in Irish ECEC, EDUC 06022- Curriculum, Planning, Assessment and Documentation.

LO 3: Lead, plan, implement and critically evaluate a variety of evidence-informed pedagogies and curricular practices to support children's transitions both within and between settings, and in partnership with parents and relevant professional stakeholders.

Building on the learning introduced in the formative years of the prorgramme (e.g. in CARE 06022- Relational, Nurturing and Care Pedagogy and EDUC06024- Nurturing Creativity and Playfulness, MGMTO7064-Professional Leadership and Advocacy for Early Learning and Care Environments), students will be introduced to a variety of evidence-informed and leadership practices to support children in transition both within (horizontal) and between (vertical) settings for children in the Birth-18months, 18 months-3 years and 3-6 year periods. Emphasis on a rights based approach, the voice of the child listening to and responding to children's narratives about their lived experiences of transitions will be central in exploring strategies in a participatory and co-creative manner. Students will be introduced to a variety of innovative strategies to support the leading and management of:

(i) vertical transitions into and onward from Early Childhood Education and Care Settings to follow on settings; e.g.strategies including home visits, setting visits, creation of personalised spaces/learning environments to ensure a sense of wellbeing and of identity and belonging following transition, transfer documentation from home to setting, utilisation of key person systems to facilitate relationship continuity of care. The concept of building resilience and of ensuring wellbeing in transition will be explored.

(ii)horizontal transitions within settings, e.g. playful pedagogical approaches to support transitions, the role of the adult in facilitating seamless horizontal transitions, curricular planning and transitions, facilitating time for immersive play, quality interactions in transition, use of visual systems to support transitions, etc.

Specifically, students will be introduced to strategies for leading and managing structural continuity (i.e. Pedagogical Continuity and Programme Continuity in early years settings- the role of the adult in facilitating natural and seamless transitioning will be critically appraised), Professional Continuity (e.g. different models of key person systems and evidence for same in supporting wellbeing and relationship and informational continuity of care for children) and approaches to meaningfully involve children, parents and professionals in the cocreation of children’s transition processes, experiences and outcomes. Building on content introduced in EDUC06022- Curricular Planning, Assessment and Documentation, approaches to curricular planning will be critically reflected upon and evaluated in an effort to minimise the number and complexity of transitions for the child. Furthermore, approaches to fostering the child's independence in transitions will be explored. 

Students will explore the formulation and implementation of policy at a local or setting level to lead, manage and support children’s transitions wellbeing in transitions (extending learning relating to wellbeing in HLTH060-Children's Health, Safety and Wellbeing) and empower others to help make transitions calm, seamless and successful for all involved. They will critically review existing transition policy templates, evaluate the effectiveness of same and develop a Transition’s Policy for an Early Childhood Education and Care setting as part of the assessment strategy for the module.

LO 4:   Critically compare and contrast inclusive leadership practices, guidelines and wellbeing interventions for supporting children and families considered to be most vulnerable in transition. 

Here, students will be introduced to a variety of child-centred and inclusive strategies to ensure that children and families considered to be more 'vulnerable' in transition are supported and can experience successful and seamless transitions. Specific and individualised transition needs and supports of a variety of children/families will be explored including children with developmental challenges e.g. children with communication, physical-sensory, social-emotional needs, (thus extending the learning introduced in earlier modules including e.g. PSYC06028-Child Development 1, PSYC06029- Child Development 2, HLTH060-Children's Health, Safety and Wellbeing, CARE 07049-Inclusive Practices 2). In line with Siolta Standard 13 Component 13.3 (Consulting Relevant Professionals), students will examine the role of the Early Childhood Educator as a pivotal member of the community of practice supporting children and families in transition, as well as working in partnership with a variety of health, education and social care professionals including members of Early Intervention Teams and Social Services (for example, Social Workers, Occupational Therapists, Physiotherapists, Psychologists and Speech and Language Therapists).

Building on content introduced in EDUC06027- Inclusive Practice 1: Intercultural Learning, the specific child-centred transition needs and supports of young children learning English as an additional language and/or children from a variety of cultural backgrounds and heritages will be critically explored, as well as the implications for the leadership and inclusive practice role of the Early Childhood Educator in supporting transitions.   

LO 5:    Critique and analyse international, contemporary and integrative perspectives on the concept of ‘school readiness’ from a holistic, ready child, ready family, ready school perspective and consider the implications of this for the child and for the role of the Early Childhood Educator.

Students will be introduced to the concept of ‘school readiness` in the context of the transition from early years to primary school education. Key theories and conceptual tools of school readiness will be introduced and critiqued, including the Maturationist perspective, the Environmental view, the Social Constructionist view and the Interactionist perspective.

Particular emphasis will be placed on contemporary, child/family -centred and integrative perspectives on ‘school readiness`. Students will deconstruct the process and lived experience of transitions from a holistic, ‘ready child’, ‘ready family’, ‘ready school’ and ‘ready community’ perspective and explore the implications of these conceptual tools for the leadership and practice role of the Early Childhood Educator. Developmental aspects of school readiness from a social- emotional, social competence, language and cognition perspective will be considered (extending knowledge introduced in PSYC060289- Child Development 2) in the context of the various contextual systems impacting on these e.g. family, environmental, policy and culture. The significance of the role of the adult in fostering learning dispositions (previously introduced in PSYC06028 and PSYC06029-Child Development 1 and 2) such as resilience and independence for successful transitioning will be critically discussed. 

LO 6:   Critically evaluate and consider international and national strategies for improved alignment of learning and care standards, assessment, pedagogy and curricula across Early Childhood Education and Care Settings and primary school contexts.

Students will critically appraise the international evidence regarding the concepts of curricular, assessment and pedagogical continuity/discontinuity between early years settings and primary schools and within the national context between the Aistear framework, play-based early years curricula/pedagogy and the Primary School curriculum/pedagogical approaches. They will consider the challenges experienced by young children when pedagogical, curricular and relationship discontinuity is experienced with this vertical transition. Students will explore the leadership, advocacy and practice role of the Early Childhood Educator in contributing to national debates in relation to improving continuity and alignment of learning standards, goals and intentions, approaches to assessment (i.e. assessment of and for learning), playful pedagogies and curricula across the Early Learning and Care Sector and Primary School contexts. Within the national context, the issue of implementing the Aistear framework and a play based pedagogical focus within the Primary school context will be critically analysed. The significant role of the ECE in delivering on the objectives of the Literacy and Numeracy Strategy in the early years and leading initiatives to support early literacy and numeracy development in the early years (building on content introduced in EDUC06025-Early Years Language, Literacy and Numeracy) and in turn, facilitate a more successful and seamless transition to primary school.

A right's perspective and the significance of listening to and responding to the voice of the child in transition will be central. Building on content introduced in EDUC06023-Curriculum Planning, Assessment and Documentation 2, students will critically examine the utility of relevant transfer documentation utilised in communicating key aspects of children’s learning stories to primary school settings (e.g. Mó Scéal templates) and various transition to primary school initiatives outlined in the NCCA Aistear/Siolta Practice Guide.

Coursework & Assessment Breakdown

Coursework & Continuous Assessment
100 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Development and formulation of a Transitions Policy for an Early Years Coursework Assessment Assignment 50 % Week 8 1,2,3,4
2 Development of a Proposal for a Transitions Programme Coursework Assessment Project 50 % Week 13 4,5,6
             

Full Time Mode Workload


Type Location Description Hours Frequency Avg Workload
Lecture Lecture Theatre Lecture 2 Weekly 2.00
Tutorial ECCE Skills Laboratory Tutorial 1 Weekly 1.00
Independent Learning Not Specified IL 3 Weekly 3.00
Total Full Time Average Weekly Learner Contact Time 3.00 Hours

Required & Recommended Book List

Required Reading
2016-12-19 Developing School Readiness Sage Publications Limited
ISBN 1473947251 ISBN-13 9781473947252

This book helps you understand what is meant by 'school readiness' in the context of child development and wellbeing alongside practical guidance to give children the best start in their most formative years.

Required Reading
2018-02-21 School Readiness and the Characteristics of Effective Learning
ISBN 1785921754 ISBN-13 9781785921759

With large numbers of children starting school unprepared, this book gives vital guidance on understanding, assessing and ensuring school readiness. It includes a wide range of practical ideas to assist early years professionals in planning learning experiences that will help to prepare children for the transition to school.

Required Reading
2010 Transitions for Young Children Brookes Pub
ISBN 1598570838 ISBN-13 9781598570830

Smooth early childhood transitions are key to ensuring positive outcomes for young children the world over, but in today's fragmented early education systems, it's difficult to ensure continuity among programs and services. Early childhood professionals will help change that with this book, the first to propose a comprehensive, practical framework for repairing fissures in the system and making transitions successful for young children globally. A groundbreaking resource for a wide range of professionals, including principals, school-based administrators, program directors, district supervisors, and curriculum specialists, this book brings together the best thinking on ealry childhood transitions from leading researchers and practitioners around the world. Focusing on both vertical and horizontal transitions, the expert contributors give readers the in-dept guidance they need to: develop a coherent, connected framework of curriculum and instruction across the pre-K-Grade 3 continuum; enhance transitions for infants and young children with disabilities and their families; address the specific issues dual language learners face during transitions; align early learning standards, curricula, and assessments; improve all aspects of school readiness; improve transitions through better accountability policies; and understand how transitions are affected by a wide range of factors, including poverty, cultural and linguistic diversity, and the child's neighbourhood. Through invaluable case studies on diverse programs, readers will get practical insight into what really works and apply the lessons of real-life success stories. And with the clear and useful analysis of up-to-date research, policy, and practice, professionals will see where the field is today and where it needs to go to support better transitions.

Required Reading
2013-04-21 Transitions to Early Care and Education Springer
ISBN 9400735634 ISBN-13 9789400735637

Transitions to new educational experiences are a universal rite of passage encountered by children worldwide. This volume in the Educating the Young Child: Advances in Theory and Research, Implications for Practice series provides early childhood educators with a resource that focuses on the transitions that young children make to early care and education settings, along with the issues that surround this important time in their lives. New experiences, such as the start of formal schooling, mark important and exciting events that also evoke different reactions from children and their families. The diverse experiences, traits, and needs exhibited by young children provide early childhood educators with what may be a potentially challenging role. With an international focus, the purpose of Transitions to Early Care and Education: International Perspectives on Making Schools Ready for Young Children is to communicate an enlarged view of the transition process in order to appreciate and honor the promise and potential of all children worldwide. Contributing to this volume are a group of distinguished researchers, practitioners, and educators in the field of early childhood education. Their collective expertise is shared with those who are committed to educating and caring for young children and the families they serve.

Required Reading
2017-10-09 Understanding Transitions in the Early Years
ISBN 1138678147 ISBN-13 9781138678149

There are many transitions that children experience before they are five, including the first major transition from home to an early years setting. Successive changes can have a serious impact on young children and stress, separation and insecure attachments can affect not only a child's emotional health but also cognitive and intellectual development. Featuring new material on provision for two year olds, school readiness, and families and transitions, this thought-provoking text explains why transitions matter and provides practical guidance on how to support young children's developing emotional resilience and equip them to embrace change in the future. Aimed at practitioners and students, this fully-updated second edition: draws together evidence from neuroscience, attachment theory, child development and childcare practices provides a context for practitioners to empathise with children and families as they relate to their own understanding of the impact of change and transition looks at ways to reduce the number of transitions including the key person approach offers guidance and practical strategies for practitioners, managers and head teachers for supporting children through transitions. Including case studies, examples of good practice and questions for reflection, Understanding Transitions in the Early Years emphasises the little things that practitioners can do for the individual children in their care, helping them to feel secure and confident when dealing with change.

Module Resources