Transition to School: A Principles Approach

Abstract

With the onset of National Standards, early childhood teachers may feel increasing pressure to adopt formal literacy and numeracy instruction methods in order to prepare children for school. In terms of children’s preparation for school, adults need to think beyond the acquisition of academic skills. This article argues that such thinking should encapsulate relationships, children’s feelings of power and safety, the family and concepts of the ‘whole child’. The following article considers early childhood and school settings as culturally defined spaces by using the image of the woven mat. It is argued that the four principles of the early childhood curriculum provide an effective framework for teachers in schools and early childhood centres to use in assisting children and their families to move from early childhood education to school.