Page 9 - PSPS: A Training guide

The parent is the primary educator of their child. They know their child, they know
his/her capacity for understanding change and their ability to navigate that change.
They can begin the process of supporting the transition gently and well in advance,
through things such as familiarising their child with the journey to their new school,
supporting their growing independence in self-care, undertaking jobs around the
home etc. If there are older siblings the child may be already familiar with the concept
of school, and they can also provide support to their younger brother or sister. If their
child has a disability, parents understand the supports that are needed and can liaise
with the teacher to discuss provision. Similarly where the community in which the
parent lives is considered disadvantaged, it is really important that the teacher links
with the parent to help overcome any adverse issues that have may have affected
their child, such as homelessness, poverty, domestic violence and so forth.

Parents have watched as their child moves through the stages of
gradually gaining independence, whereby they move from the early
dyadic relationship with their main carer, to forming healthy attachment
patterns with their ever-widening circle of family, friends, and school.

The Early Years /preschool practitioner liaises on a regular basis with parents,
especially during drop-off and pick-up times. Through ongoing informal conversations
with parents, they generally have good insights into how the transition is being
discussed and planned at home. Equally, they share information with parents about
what activities are taking place in preschool to support the transition. This two-way
communication is key to ensuring a consistent approach. Practitioners play a vital role
as a bridge between the child, the family, and the school. They know how familiar the
preschool world has become, and while the child is now old enough to move on, how
the prospect of change will challenge their emotions and mental well-being.

The school, as it prepares to accept a new cohort of children, will know that the new
group will include children who each need individual care and support, and that each
child is undergoing their own personal challenge which they will progress through at
their own pace. It is really important that schools reframe the concept of school
readiness into the school being ready for each child. The school will have a transitions
plan that begins some time prior to the new school year, and which will build ties with
the child through their families and the child’s preschool, demonstrating the
continuum that exists and which is now expanding the child’s world. The teachers and
the school will recognise important social issues that may contribute to challenges for
some families and individual children, such as addiction, living in situations such as
refugee accommodation, and lack of adequate food due to poverty and other reasons.
The school will also be prepared should any disabled children enrol, with adequate
resources or equipment in place before the child arrives.