QUEENSLAND CHILDREN’S ACTIVITY NETWORK SUPPORTING EFFECTIVE TRANSITIONS IN OSHC By Kylie Brannelly 18 IN THE LOOP
THERE ARE MANY TRANSITIONS THAT OCCUR IN A CHILD’S DAY WHEN IT INCLUDES OUTSIDE SCHOOL HOURS CARE (OSHC). SOME OF THESE TRANSITIONS ARE QUITE SIGNIFICANT SUCH AS THE TRANSITION TO SCHOOL FROM THE SERVICE AND VICE VERSA AS WELL AS THE TRANSITIONS BETWEEN THE SERVICE AND THE CHILD’S HOME. Other transitions, such as those between different program activities and events are often considered less significant but in fact require a great amount of thoughtful planning to ensure these times run smoothly and can be drawn upon as learning opportunities. YOUNG CHILDREN AND TRANSITIONS Our youngest children in OSHC are faced with some of their greatest life changes when they transition from kindergarten to school. For those children who haven’t attended an education and care service before, a school day that includes OSHC will be a big step. For many children, this will require that they learn to navigate a new environment, establish new relationships with significant adults such as teachers and educators and develop new friendships. In the OSHC setting, relationships with children are not restricted to peers and young children will likely have the opportunity to interact ‘socially’ with older children. SUPPORTING TRANSITIONS IN THE SERVICE There are many things that the service can do to support young children with their transition to OSHC. This includes working closely with children, families, teachers, support staff and the wider community to identify how the child’s individual needs may be best met by the service. Educators will be thoughtful in helping individual children understand the OSHC routines, activities and events to enable them to cope confidently and comfortably with change and movement between settings. This includes formally introducing, welcoming and orienting new children and their families. Rules and boundaries need to be explained clearly to children in relevant, meaningful and helpful ways. Building relationships is a powerful way to nurture children’s sense of security and trust. This can be done by engaging in conversations with each child about their interests, concerns and experiences at home, school and in the community. It is essential that educators show empathy by affirming feelings, providing emotional support, and generally being responsive to each child’s individual needs. Capitalising on the opportunity for peer support is also another strategy that services often consider through the implementation of leadership programs whereby older children are encouraged to role model, guide and mentor younger children. These strategies require purposeful planning to ensure they enhance children’s transition experiences. Sibling support and buddy allocation are often considered useful strategies but should be mindfully implemented giving consideration to the amount of responsibility placed on the support person when they too are a child. Above all, it is important for each child to be welcomed openly and valued for their uniqueness and individuality making sure that the program has something to offer every child regardless of their diverse interests. This also means making space and time to accommodate children’s need for rest, relaxation and to experience stillness. REFLECTION ON PRACTICE Guided reflection is a useful strategy which can facilitate rich, exploratory dialogue around matters of importance in the service. The process is also very helpful when used to inform the service’s Quality Improvement Plan. Educators may take some time together and consider the ways in which children’s transitions are supported in the service, by asking questions like: What information is sought from the family about the child’s needs, interests and abilities, and about any cultural aspects/ home routines that need to be considered? How is this information used to inform the program? What information is shared reciprocally with the family about the child’s experiences at OSHC? What happens with this information? How does the service go about building reciprocal and collaborative partnerships with school leaders and teachers to establish safe and supportive arrival and departure arrangements when delivering/collecting young children from classrooms? Does this result in sharing conversations with teachers about the child’s experiences and needs? What else can the service do to enhance transitions for children during OSHC? ‘Educator practices and the relationships they form with children and families have a significant effect on children’s sense of identity and wellbeing which impacts on children’s involvement and success in learning. Children thrive when families, educators and the wider community (especially schools) work together in partnership to support children’s learning and wellbeing.’ (MY TIME, OUR PLACE P. 7) REFERENCES: Australian Government, (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra, ACT: Australian Government. Australian Government, (2010). Educators Belonging, Being and Becoming: Educators’ Guide to the Early Years Learning Framework for Australia. Canberra, ACT: Australian Government. Dahlberg, G., Moss, P & Pence, A. (1999). Beyond Quality in Early Childhood Education and Care - Postmodern Perspectives London: Routledge Reggio Project Zero & Reggio Children (2001). Making Learning Visible - Children as Individual and Group Learners. Reggio Emilia, Italy: Reggio Children. WORKFORCE.ORG.AU 19
Change language