Traveller Child in Education Action Framework - Early Years

7. Support for transitionsAgreement on the need for extra help to children and families when movingbetween the various levels of care, education and training was very clear fromour engagement with parents and family members (see Appendix I).However, due to the absence of any other detail in the draft Framework thanprovisions for the ELBs/ESA agreeing on the previously mentioned inter-Board attendance strategy, which will include "transitional supportprogrammes for use across all education sectors" and identification of "asuitable range of communication methods" it was deemed not possible todetermine how effective this area of proposals might be or whether itaddresses the actual Taskforce recommendation in question. More detail onthis important area of the Framework is required and recommended. Theidentification and dissemination of best practice to support transitions frompre-school to primary school and on to post-primary and further education willbe an essential ingredient.Transitional support between the early phases of care, education and learningis a significant component of the Toybox project and there is much that can belearned from this. The project provides much needed support, advice andsignposting for parents and families to make connection with other necessaryagencies. Furthermore, its outreach play-based early intervention serviceprovided in partnership with children and parents enhances the social,emotional, physical, language and cognitive development of children frombirth to four years of age and strengthens the capacity of parents to supporttheir children’s well-being and eagerness to learn, thereby empoweringparents to also become involved in the education process. Play sessions inthe home challenge each child’s ability, support their emerging interests andskills using the HighScope 5 approach and provide a positive model forparents.During a child’s life, transition takes on many forms. It should be rememberedthat for a child with any additional needs the process is the same but with agreater emphasis on links to home. In such an environment, where parents,teachers and influencers can be seen by the children to be involved in a trueworking partnership, the children will themselves, whether by imitation or withgentle encouragement learn to co-operate and interact with one another inwhat will ideally be or become, a mutual, spontaneous and unselfconsciousfashion to lead to much more successful transitions.The following statements summarise many of the recommended practicesdeveloped for smooth transitions which have been implemented through theToybox project and other child centred support and advice services operatedby Early Years. It is suggested that these statements be used as indicators toevaluate the success of a child’s and family’s transition from one program toanother.5 http://www.early-years.org/highscope/6