Treat transitions as opportunities for learning and development
Children’s ability to manage transitions between OSHC and school involves a range of skills that they develop and apply every day. A guiding principle of the National Quality Framework is that children are capable and competent learners. When this principle is applied in practice, children’s agency during transitions increases and so does their sense of belonging in both OSHC and school environments.
Teachers and educators in OSHC services and schools can:
- Brainstorm learning and development that occurs during transitions and seek opportunities to highlight and capitalise on these. Include relevant curriculum documents for the OSHC or school context as part of the brainstorm. Successful transitions involve:
- all 5 outcomes from the My Time, Our Place – Framework for School Age Care in Australia. For example, children with a strong sense of identity (Outcome 1) see both OSHC and school as ‘their place’ and settle easily in both environments. Children who are confident and involved learners (Outcome 4) can transfer and adapt what they have learned from one context to another
- general capabilities from the Australian Curriculum, especially the Personal and Social Capability (self-awareness, self-management, social awareness and social management).
- Intentionally support children to develop personal and social skills during the transition.
- OSHC educators can incorporate developing personal and social skills into children’s daily routines, and develop a play-based learning environment in collaboration with children by seeking and valuing their input.
- Teachers in schools can also incorporate learning personal and social skills into daily routines, including using explicit instruction to guide children’s understanding, decision making and behaviour during transitions.
- Monitor children’s progress in managing their transition.
- OSHC educators should observe how children are managing transitions as part of their ongoing monitoring of children’s learning and development.
- Teachers can make informal observations of how children feel and behave when arriving at or leaving school.
- Teachers and educators can share information about children’s progress with families, other teachers and educators involved in the transition, and with children themselves.
- Teachers and educators should take note of any difficulties children experience as part of their transition over time and help them to develop skills to manage these challenges. They can do this by talking with the child about how they feel and what might help, making a plan together and monitoring progress.
- Balance children’s independence against risks.
- Assess children’s needs, capabilities and strengths and provide them with supported opportunities to develop agency and independence in transitions. For example, older children may be able to select and set up equipment, walk between school and OSHC unaccompanied, or have leadership opportunities.
Leaders in OSHC services and schools can:
- develop a shared vision for children’s wellbeing, learning and development that includes the goals and priorities of the school (or schools) and OSHC service
- create routines for the beginning and end of the school day that include opportunities for OSHC educators and teachers to informally exchange information about children (within the constraints of confidentiality)
- include the achievements and activities of children in OSHC in communications from the school, such as the newsletter
Connect practices across OSHC and school, while celebrating differences
Transitions are easier for children when there is some continuity across environments, either in the people, practices or programs. At the same time, the key differences between OSHC and school environments need to be recognised to ensure there is a healthy balance between formal learning, rest, relaxation, play and leisure.
Teachers and educators in OSHC services and schools can:
- discuss and visit each other’s environments, building an understanding of the rules, practices, and social dynamics that children experience in each space
- identify opportunities to connect learning across OSHC and school, such as:
- providing play and leisure experiences in OSHC that complement the more formal learning occurring at the school, including development of general capabilities such as positive behaviour for learning programs and reading
- connecting rules and expectations for behaviour, while maintaining OSHC’s distinctiveness as an informal play and leisure environment
- sharing information about how children are grouped in OSHC and school (such as classes or friendship groups), so that social connections can be supported, where possible
- planning learning experiences together through shared opportunities arising from sports carnivals, community celebrations or special occasions, such as NAIDOC week or Harmony Day
- talk with children about the differences between the OSHC and school environment and help them to find their own strategies to ‘shift gears’ at the point of transition.
Leaders in OSHC services and schools can:
- create opportunities for teachers and educators to participate in reciprocal visits between school and OSHC settings, to better understand each environment
- facilitate shared professional development opportunities for school and OSHC teachers and educators
- exchange information between settings about rules, expectations and practices, and how they can align and complement each other
- create an environment in which feedback can be regularly shared between children and families, and educators and teachers about any challenges with children’s transitions
Listen to children’s perspectives
Children themselves may have valuable ideas about how to make transitions successful. Listening to children begins with establishing warm, responsive relationships, so they feel confident sharing their perspectives. When children see change happen because of their input, it builds their sense of engagement, wellbeing and agency.
Teachers and educators in OSHC services and schools can:
- encourage children to think about what helps them settle at OSHC and school, including routines, experiences, support from adults and other children, or resources. Revisit this conversation at key points throughout the year, such as at the commencement of term 2, or after a long absence
- informally check in on how children’s daily transitions are going through a conversation or observations
- keep an open mind, actioning children’s suggestions about transitions wherever possible and when in the best interests of their wellbeing, learning, and development. This involves recognising that children’s priorities are meaningful to them (even if surprising to adults)
- follow through on commitments to children, either taking action as the result of feedback or ‘closing the loop’ with the child if the suggestion cannot be actioned and check in again later whether the child feels that the issue has been addressed
- respect confidentiality (within the constraints of mandatory reporting), especially if children disclose issues that involve other adults or children.
Leaders in OSHC services and schools can:
- create a culture in the OSHC service or school where children are listened to and their requests and feedback are acted-on, where appropriate
- notice and acknowledge when children’s ideas have led to positive change
- equip teachers and educators with skills to listen to children respectfully and ethically.
Create child-centred physical environments
The physical environment plays an important role in OSHC engagement and participation, including the experience of transitions. Where possible, indoor and outdoor learning environments for OSHC should provide opportunities for small and large groups to gather and engage in a variety of play-based learning experiences and activities. The set-up of these spaces is critical for effective transitions, and for ensuring that both schools and OSHC have appropriate learning spaces.
Teachers and educators in OSHC services and schools can:
- discuss arrival and sign-in procedures, ensuring there are clear policies and procedures about how, when and where children are accounted for as per the National Law and Regulations
- discuss the transition routine and how the learning environments support effective transitions for children, considering aspects such as self-care tasks including storage of belongings, handwashing and sunscreen application
- support the consistent application of expectations about how environments are used such as where children should walk or where they can run
- monitor the effectiveness of the physical environments in supporting transitions for children, and modify where possible.
Leaders in OSHC services and schools can:
- ensure there is adequate and appropriate access to space for indoor and outdoor play-based learning
- plan routines together to visualise how the physical space supports effective transitions
- implement processes for the management of shared space such as maintenance and cleaning (see also facilities and operational agreements)
- check in to ensure the negotiated use and sharing of space is working effectively.
