With an increasing globalisation of populations, there is a growing number of families with English as an additional Language or dialect (EAL/D) who are accessing the early childhood sector. This resource meets the key concerns of educators to support linguistically diverse families in the transition to school. This resource builds positive partnerships with families as it recognises and sets clear expectations that families and schools need to work together to support children’s learning (Australian Capital Territory Department of Education and Training, 2014). When families and schools work in partnerships and are involved in the transition to school, educators meet their learners half-way with respect to cultural behaviours, values, and attitudes (USQ, 2020). Recognising that families play a big role in helping their children to be confident and enthusiastic learners, when early childhood educators respect the diversity of families and communities, and the aspirations they hold for children, they are able to foster children’s motivation to learn and reinforce their sense of themselves as competent learners (DEEWR, 2009). This resource works alongside families to ensure they are supported, Families’ views, cultures and beliefs are respected and a supportive collaborative relationship is built between families and the service and the school (ACECQA, 2018).
Transitioning from kindergarten to school can be a major adjustment for families with what to expect and what is expected of them. This transition can represent a potentially stressful normative change (DeCaro & Worthman, 2011), especially for those with English as an additional language or dialect. The most successful transition approaches prioritise ongoing communication and relationships with children and families when processes are adapted in response to the individual children and families (Victoria State Government, Education and Training, 2018). This resource can be given to families to support the transition from kindergarten to school in order for children to be prepared, organised and ready for the first year of school. This resource supports and celebrates diversity and through cultural awareness and competency by adapting learning environments to make them more welcoming and accessible to all children and all families and engaging interpreters and providing information in languages other than English educators can help to support a positive start to school for all children and families (Victoria State Government, Education and Training, 2018).
National Quality Standard (ACECQA, 2018)
- Quality Area 6: Collaborative partnerships with families and communities