Traveller Child in Education Action Framework - Early Years

More documents

Recommendations

Info

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
Interruption of needed service is avoided. The child, family and service providers are given opportunities toprepare for changes that will occur The child’s strengths as well as needs are used as a basis from whichplanning occurs. Families are given information about their rights and the range ofoptions available to them and their child. Families are enabled to provide input into their child’s educationalprogram. The most appropriate and most supportive environment is identified. The child is prepared (emotionally and through skill development) forthe new environment. Continuity of curriculum and routine is facilitated from one setting to thenext. The child receives support in the new setting. Families are offered support and opportunities for the involvementthroughout the transition process. The child’s adjustment to the new setting is evaluated and adjustmentsare made as necessary. There is on-going communication and collaboration amongprofessionals providing services to the child and family.The following very insightful suggestion emanated from our engagement witha parent during this consultation process (see Appendix II). The commentrelates both to career and educational ambitions and also effective transitions"Children learn from other children, so the bigger children could come and talkto the younger ones before they start the big school."In acknowledgement of the various phases, environments and agencies that achild encounters on their journey through care, education and learningsystems the Toybox project produced and distributed a DVD entitled ‘MyChild’ to encourage more Traveller children to engage in the project and othercare and education systems from the age of two onwards. The ‘My Child’ DVDhighlights all of the learning opportunities that children can engage in evenbefore formal education begins at P1 and captures directly the voices ofparents of the many positive experiences they have had in relation to earlyyears education. It also clearly emphasises that the educational attainment ofTravellers needs to be addressed in the context of a holistic approach withother agencies to tackle barriers to equality and inclusion and the need forimproved communication between agencies, with all professionals feeding inrelevant information.All of the above elements concerning transitions highlight that the importanceof the provision of consistency in the journey through care and educationalestablishments of relevant children and of building relationships with thechildren, their parents and families is of the upmost importance and cannot beemphasised enough. It is also vital that the support and communication isongoing and does not end after the child enters the next stage to ensure that7
Page 1 and 2: Early Years Headquarters T +44 (0)2
Page 3 and 4: Dissemination of relevant informati
Page 5: voluntary and community sector orga
Page 9 and 10: visitors staying late and children
Page 11 and 12: The MIFC Respecting Difference prog
Page 13 and 14: Engaging directly with parents enab
Page 18 and 19: Appendix II. Parent and family memb
Page 20 and 21: My 17yr old is happy he is going ba
Page 22 and 23: Settled people don’t know what it

Traveller Child in Education Action Framework - Early Years

Create successful ePaper yourself

Delete template?

Save as template?