Transition from Early Childhood Services

Respondents were asked for any comments on the relationship between ECSs and schools. 258 respondents commented on transition issues.

Submissions strongly endorsed the need for a smooth transition from ECS to school. 145 responses (37%) mentioned the importance of good liaison and a smooth transition. Here is one comment made:

There needs to be greater dialogue between those working in related services i.e. schools and EC services, policy makers, training providers - to gain greater understanding to shape `best practice' to better fit children's individual needs (social, emotional, gender, cultural etc). It is in the children's interests that we create a `seamless' education system. (292)

Another suggestion that had strong support was made by 98 respondents (25%) and was that the transition could be smoothed if primary teachers had a better knowledge of Te Whariki. Here is what one submission said:

School teachers need professional development to know that EC teachers have a curriculum, charter, accountability systems, appraisal, child records. While the curriculum is delivered differently, the teachers are comparably responsible. (124)

Other comments and suggestions to smooth the transition were that: more ECS should be located on school land 32 (8%); pay parity would improve the relationship between EC educators and primary school teachers 25 (6%); EC educators could improve their knowledge of the school curriculum 24 (6%); Te Whariki could become the curriculum for Year 1 at school 24 (6%); teacher training could cover years 0-8 24 (6%); and, that the starting age for school could be restructured 22 (6%).