Presentation on theme: "What does study of early years transitions tell us about readiness for learning? Aline-Wendy Dunlop Improving Readiness for Learning 0-8 An Equally Well."— Presentation transcript:
What does study of early years transitions tell us about readiness for learning? Aline-Wendy Dunlop Improving Readiness for Learning 0-8 An Equally Well Civic Conversation Event
Drawing on Longitudinal transitions study Ten Families Study Positive Behaviour study Comparative Study- 2 cultures
Transitions A dynamic time of accelerated change which may both create new opportunities for learning, wellbeing, stability, continuity and may equally bring threats….
10 families-3 levels of data
Readiness to Learn-Possible Selves Developmental domains physical well-being and motor development emotional health and a positive approach to new experiences social knowledge and competence language skills general knowledge and cognitive skills. Self-making narratives (Bruner, 2000) Knowledge and Skills Competence Dispositions: inclinations, ability, sensitivity to occasion Competent and confident learners Shifts and developments in identity (Carr, 2004, 42)
Scottish Government Aspirations Economic growth and prosperity and tackling inequalities Early Years Framework Equally Well Achieving our Potential Scottish: Health, Education, Social Services; Social Justice, Culture, Creativity, Sport, Residential Childcare, policies affecting young people and families Income, material distribution,area regeneration,education, health
How school start is conceived Readiness Adjustment Adapting Incorporating Rites of institution Push for sameness Social participation and relationships Social creation of meaning Importance of total environment: relationships, first teacher, teacher collaborations, parental participation, childrens agency
Changes - readiness?
What is significant? A fish in water The extent to which children are able to develop a sense of their own identity in the early years through opportunities for choice, self-regulation, success (in real things) and positive engagement with others, the childs first teacher in school and how this is sustained over time At each subsequent transition - Having friends and going to school with friends Feeling competent Opportunities to start afresh and re-invent yourself
Effective learning: its up to you and you can do something about it
Common workforce expectations Need to see beyond boundaries of own profession Need to take account of childs whole context Share information about children and families within and between services efficiently and effectively when required Silos v Specialisms? Getting it right for every child
…life chances of children, young people and families at risk. Government in Scotland has one overarching purpose: to create a more successful country, with opportunities for all of Scotland to flourish, through increasing sustainable economic growth. Young people, their families and communities are at the heart of this vision for Scotland. That is why we are jointly committed to giving children the best start in life and to improving the life chances of children, young people and families at risk. (p3. Preventing offending by young people: A framework for action, 2008) The focus is on outcomes rather than processes. This guidance therefore aims to improve outcomes for children and young people by improving partnership working. (p3 Consultation on Education and Allied Health Professionals, 2009)
Is it the role of the workforce to create the aspirations in people that will drive prosperity and reduce inequality? Access to work Prevention/early intervention Empowerment for individuals Empowerment for communities High quality services, being effective includes joined-up working Assumption is that those most disadvantaged need the help and support of public services
What about outcomes? Quality family relationships - that every child is nurtured - parenting at the heart Secure/Safe Local Environment Good relationships between services and families Lifelong, successful learners Healthy and active Skills, confidence, self-esteem, wellbeing Participation and inclusion Happy?
What is significant? The extent to which any new setting allows individuals to demonstrate what they already know and are able to do and The extent to which children and young people feel valued in the new setting Being in an environment where the focus is on learning rather than behaviour The initial contacts families have with the educational system at each level The capacity of professional educators to work with families rather them telling them about education and their child
Learning to Dance In healthy families, a baby forms a secure attachment with her parents as naturally as she breathes, eats, smiles and cries. This occurs easily because of her parents attuned interactions with her. Her parents notice her physiological/affective states and they respond to her sensitively and fully. Beyond simply meeting her unique needs, however, her parents dance with her. Hundreds of times, day after day, they dance with her.