Description
Book SynopsisDrawing on research, theory and practice, this book presents ways in which practitioners, working in partnership with parents, can give children a successful start to school.
Written in an accessible style, the book helps early years practitioners planning transition programs for new children and offers ideas for developing their professional practice when working with families.
Starting school at the age of four or five is recognized as a major adjustment in a child's life that can determine his or her future success in education. This book highlights the factors that influence children's early adjustment, including their social and emotional wellbeing, so that schools can learn the best way to offer support.
Practitioners, managers and those studying on early childhood courses will gain an understanding of the complexity and diversity of transition and will learn how they can make this a stress-free time for the children, families and professionals involved.
Table of Contents1. Introduction; Part I Planning for the Start of School; 2. Admission; 3. Marketing the school; 4. Expectations and preparations; Part II Preparing Schools for Children; 5. The role of the induction coordinator; 6. Transition activities; 7. The first day at school; Part III Preschools, Schools and Families Working Together; 8. Liaison between settings; 9. Early links between home and school; ch0010 Ongoing collaboration between home and school; Part IV Settling in to School; 11. Making sense of school; 12. Friendships and social well-being; 13. Self-esteem and emotional well-being; Part V Continuity during Transitions and Transfers; 14. Transitions and transfers: within-phase, cross-phase and pupil mobility; 15. Transfer and academic progress; 16. Monitoring and evaluating induction and transitions;
