Bayley starts school

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Reflection - what these stories exemplify

Key competencies

Participating and contributing comes through strongly in this string. As Bayley makes the transition to school, spending increasing lengths of time in the classroom, his sense of belonging and security grows. He is more aware of classroom routines and expectations and participates with more confidence and enjoyment. Bayley’s teacher aides made the transition from the early childhood education setting to the school setting with him. This has been a significant support in the settling in process.

With increasing familiarity, Bayley is finding a place in the classroom and showing initiative and independence (managing self).

How might these stories strengthen Bayley’s identity as a learner?

Bayley is interested in his school environment. He shows initiative by choosing appropriate activities; for example, going to the library corner. He also shows the confidence to extend his skills and try new activities; for example, PMP, and the fire fighters’ visit (agency). This learning took place in a variety of contexts – the classroom, the PMP room, and the playground for the fire engine visit. It also straddled a range of curriculum areas (breadth). Bayley is comfortable interacting with a range of people and equipment within the school setting; for example, teacher aides, firefighters, books, and PMP equipment (depth).

For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.

Learning areas

Level 1 health and physical education

Level 1 English

This learning was across a range of learning areas. In English, Bayley selects and reads for enjoyment and personal fulfilment, and shows an elementary awareness of the connections between oral, written, and visual language. In social studies, he begins to understand that people have different roles and responsibilities as part of their participation in groups. In health and physical education, Bayley is beginning to develop a wide range of movement skills, using a variety of equipment and play environments.

Effective pedagogy

What does this tell us about teaching and learning in this setting?

Bayley’s teacher could see that the usual three to four visits for making the transition to school would not be enough for Bayley and she offered frequent additional visits of increasing length. The teacher modelled and encouraged a culture of acceptance in the classroom. This helped Bayley to settle quickly (creating a supportive learning environment).

She could see that Bayley’s co-ordination would benefit from a PMP programme and arranged for him to join the existing group (proving sufficient opportunities to learn).

To help Bayley with his transition, the teacher visited him in his early childhood education setting and made connections with the teacher aides who were to follow him through to school. Communication between home and school is regular and helpful. Bayley’s mother brought familiar things from home for the classroom; for example, books and a cushion. This helped Bayley to feel comfortable in a new environment (making connections to prior learning and experience).

Reflective questions for the reader

“How do you support your students with the transitions they face?”

“How do you incorporate familiar things important to the child in your setting?”

“In what ways do you encourage parents to be involved in new learning for their child?”

“How can we involve other students to support social learning?”

Useful resources

Choosing a school for a five year old. (2005). [Wellington, N.Z.]. Education Review Office.

Ministry of Education. (2003). The home-school partnership programme.

Ministry of Education. (2005). Starting school: te timata o te haere ki te kura: a guide for parents of children with special education needs who are moving from early childhood education to school. Wellington: Special Education, Ministry of Education.

Ministry of Education. (n.d.). Team up resources. Available from www.education.govt.nz/parents or 0800 TEAMUP (0800 832 687)

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