One of the most rewarding experiences of being a part of the St Luke’s learning community is to be actively involved in children’s positive transition to starting school at St Luke’s as they leave the CELC and move into Early Stage one (Kindergarten.)
School readiness as described by Kathryn Hopps in “Transition to school:Communication and relationships” (Early Childhood Australia, Research in Practice Vol 26, No.1, 2019) as an attribute which is measured at a point in time, however transition is change that happens over time.
“School readiness is one aspect of the broader concept of transition.” (Dockett and Perry, 2013.)
Children’s prior to school experiences shape their school experiences as they develop dispositions to learning and learn valuable social and communication skills. At St Luke’s CELC we are in the fortunate position to partner with St Luke’s school to support children’s continuity of experience in their transition to beginning Kindergarten.
Regular visits to the early stage one learning spaces, along with participation in school events such as Activities Days and liturgies, support children’s sense of belonging to the St Luke’s community.
“When a whole of community approach is applied to the transition to school context, children and families benefit from the collective support and resources of many people and organisations.” (Hopps, 2019.)
St Luke’s CELC educators begin to link St Luke’s Pillars of learning to their planning of experiences for the children, further supporting the continuity of experience for the children and families. This is broadly outlined in the table below.
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St Luke’s Pillar |
Early Years Learning Framework Link (EYLF, 2009) |
Displayed by |
| Witness
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“Children are connected with and contribute to their world.” (Outcome 2)
“Children learn to interact in relation to others with care, empathy and respect.”(Outcome 1.4) |
The children develop empathy and advocate for social justice and equality.
The children learn to value themselves as unique, spirited individuals. The children develop a wonder of creation. |
| Relate
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Connected with “Belonging” which acknowledges children’s interdependence with others.
“Children become strong in their social and emotional well being.” (Outcome 3.1) |
In their play with other children, children are encouraged to explore their emotions as well as different points of view.
The children are encouraged to become aware of connections, similarities and differences between people. |
| Think | “Children are confident and involved learners.” (outcome 4.)
“Children transfer and adapt what they have learned from one context to another.” (Outcome 4.1) |
In their play, the children investigate, imagine and explore their ideas.
For example in their role play, children gain an understanding of literacy practises through active involvement in activities that promote talking, listening and expressing themselves creatively (eg Hairdresser play, or making a shopping list.) |
| Manage | “Children develop their emerging autonomy, interdependence, resilience and sense of agency.” (1.3)
“Children take increasing responsibility for their own health and physical well being.” (3.2) |
Displayed when children persist with a task until it is complete (for example a puzzle, participating in a game with rules, cooking experiences.)
Is becoming aware of the rights and needs of others. Initiates conversations to express their thoughts. |
| Inquire | “Children are confident and involved learners” (4)
“Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating.” (4.2) |
Children’s participation in project investigations facilitate the practising of skills and understandings which can be transferred across different contexts.
For example a gardening project encourages children to practise their scientific thinking of observing and predicting, as well as literacy awareness to record their findings, these scientific and literacy practises can be transferred to different contexts.
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| Create | “Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity.”(4.1)
“Children resource their own learning though connecting with people, place, technologies and natural and processed materials.” (4.4)
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Exploring a variety of mediums to express their thoughts and ideas. This includes the creative arts such as painting, drawing, dancing and drama.
Children express their emotions creatively in their artwork where they can use a variety of mediums to represent their emotions eg drawing, painting, sculpting, dancing, self portraits. Child uses the hundred languages to imagine, investigate and explore their learning environment
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Facilitating a sense of belonging for children supports their transition to school by providing them with positive experiences to foster their engagement in their learning.
“A successful transition to school is marked by children’s positive approach to school and a sense of belonging and engagement.” (Hopps, 2019.)
At St Luke’s Catholic College, children’s learning journey can begin at the CELC and their continuity of experience and sense of belonging to the St Luke’s learning community is supported from this time, supporting them throughout their learning journey.
Navigating the journey 