Page 92 - PSPS: A Training guide

Meeting those Needs

‘There was a sandpit in my Montessori but there is no sandpit in my school and that
used to make me a bit sad’ (Zoe, 6)

We know that young children are less intimidated by a new environment if they are
supported to feel that they belong there. That simply means creating spaces where
children feel seen, heard and valued. Environments that build on a child’s interests,
learning style and needs, help to foster their sense of identity and belonging. And when
a child feels that they belong, they feel safe.

When we include the preparation for transitions into a child’s everyday environment,
we are supporting them to navigate the changes involved in that transition. Below are
just some ideas of how that might look in practice. Remember that communication
with the parent(s) is the most important factor because that is how information is
shared and used to support the child (see Unit 8).

Preschool

Include books that talk about starting school in your library

Keep some school uniforms and schoolbags in the dress-up box so during role play,
school is talked about and gross motor skills are exercised

Store some small toys in lunch boxes so children can get used to opening and
closing them
Have images/drawings that reflect the diversity of wider society

Use social stories and/or puppets to explore children’s thoughts on schools

Incorporate transport into discussions about how we get places (i.e. What do you
see walking to preschool? What other buildings will you pass in the car on the way to
your new school?)
Prepare a passport for each child to share with their parent(s) and encourage them
to share with the primary school. Include their likes, dislikes, learning style,
(dis)abilities, special interests, specific needs and how they are catered for in
preschool etc. – anything that will help the new teacher to understand the child as a
person
Talk about bells and how schools use them so children understand how break times
are communicated. Making up a little dance or song about bells with the children can
make them less daunting

Work with the local primary schools to organise site visits.
You might, for example, invite the teachers in for a ‘show and
tell’ session with the children and their parents. This really helps
children to connect the three environments and can also
encourage parents to interact and communicate with teachers.