Page 18 - PSPS: A Training guide

Main Takeaways
The main points from this unit, when considering how we really keep the child at the
centre of transitions are:

The child, the parent(s), the preschool and the school are all key stakeholders in
the transition

The child needs the adults to be aware of them, their disposition, their strengths,
their abilities, their capacity for change, any vulnerabilities and how the adult
support can contribute to meeting such needs.

The parent knows their child, they know the child’s capacity for understanding
change, the child’s ability to understand the changes that are approaching

The preschool practitioner also knows each child, and recognises the
momentous nature of this change for each individual child

The school will prepare for the new class, they will ideally focus on each new child
and address how the teacher, the classroom, the routine and the curriculum will
support the new child in making sense and constructing meaning of this new
world

All adults in the child’s world will respect the need to listen, hear and act upon
the views of the child

Parents, Preschools, and Schools need to reflect upon what they need to
consider and enact to improve and ensure that the child’s experiences are
thoroughly analysed and developed

Each child making this transition will have their own concerns, issues, and views
on this change in their lives

There are broader areas which may present challenges for some children. The
school needs to consider these and ensure that any possible is anticipated

The voice of the child has become more respected and heard in recent years and
there are a variety of tools available to ensure that each child’s voice is heard and
respected.

‘I love Kate [preschool practitioner]. She know
everything! She knows my Mammy and Daddy and
where I live and my favourite colour and my doll’s
name. She even knows what colour my granny’s car
is! Kate is the best and I love her to the moon and
back’. (Zaida, 4)