Children attending an early childhood education service may be curious about primary school and further education like high school, university and TAFE.
Unfortunately, children can experience a lot of pressure to be ready for primary school and they may have mixed emotions about this life change.
Children may have questions about education in general. What is it and why do people need to study?
Children can also be curious about educators and teachers. Where do they go after hours? Do they really have personal interests, a home, and a family of their own?
UNCRC and EYLF
The United Nations Convention on the Rights of the Child states that children have the right to an education that supports all children's personalities and talents.
The Early Years Learning Framework (EYLF) aligns with schools and teachers as they connect children with people and places (4.4).
Learning experiences
- Connect with local schools and colleges so children can meet students and teachers, or visit the campus on an excursion.
- Arrange time for staff to talk to children about their experiences in studying their certificate, diploma or teaching degree. Remember that your staff may have qualifications in other fields too!
- Discuss the reasons why people study (e.g. to help their career, learn something new, or follow a personal interest).
- Role play going to school. Set up a “primary school” or “TAFE” in the corner of your room. Hold pretend lessons and finish with a graduation ceremony.
Transitioning to primary school
Rika Whelan is an early childhood education consultant who was previously a centre director. She explains how educators can connect with their local primary schools and arrange for multiple excursions throughout the last two terms of the year.
“During the excursion to the primary school, they could sit in a music lesson or a fun lesson as an introduction to primary school. The lesson could be presented by one of the primary school teachers at the school. This is crucial to support children to conceptualise what a school is, why children go to school, and what they do there.
“The children could also take photos of the school during the excursion, on digital cameras. These photos could then be displayed in the classroom, in a photobook that is accessible to the children.”
Whelan also suggests that children draw the school during their excursion, things like trees, playgrounds and parking. This process is a hands-on learning experience that encourages children to visualise and form their own interpretations of school life.
Play with data
Early childhood educators can create a chart that displays data about which primary school each child will be attending. Whelan explains how educators can discuss this data with the children, including “which school has the most children going to it next year, which has the least, and which schools have the same amount.”
Play a matching game
“Pictures of the children's uniforms could be printed out and laminated and made into a matching card game where all the cards are turned upside down and children have to use their memory to match the cards with the same uniform,” suggests Whelan.
Develop understanding
The transition to school offers ample opportunities for group-time discussions. Whelan explains how educators can ask children “what they think primary school is, what they think the children do there and why children wear uniforms.
“After the excursion, they could have another conversation and then unpack what they learnt and see if it is different from what they thought it would be like. They could then also discuss why children go to school and what happens at school.”
Events
- 24th January is International Day of Education
- 15th July is World Youth Skills Day
- 5th October is World Teachers’ Day
Resources
Books
- Starting School by Jane Godwin and Anna Walker
- The Wild Guide to Starting School by Laura and Philip Bunting
Music
Teeny Tiny Stevies: Had you to teach me