Early Childhood Education and Care Services at Schools

Curriculum and pedagogy

During transition periods, early childhood professionals (and primary teachers) apply strategies to support sustained and shared interactions with children, transitioning from play-based learning to more structured, focused learning. A child’s Transition Learning and Development Statement supports and promotes their continuity of learning when transitioning into primary school from ECEC. Continuity of learning between early childhood services and schools can help establish foundations for effective learning throughout life.

Schools with co-located ECEC services are encouraged to build partnerships, strengthen continuity of learning across the Victorian Early Years Learning and Development Framework, and encourage Early Childhood and Foundation teachers to connect and collaborate on pedagogical practices. Such partnerships also provide opportunities for teachers to recognise and build on the literacy and numeracy experiences of children prior to school.

Opportunities for collaborative practice may include:

• Shared professional development by early childhood educators and school teachers. Refer to training and support for early childhood professionals for more information about opportunities related to early childhood.
• Shared workshops, involving both parents/carers and children, about the importance of literacy and numeracy as foundational skills, practices and approaches of the updated Victorian Teaching and Learning Model (VTLM 2.0) and how parents/carers can assist in developing their child’s literacy and numeracy at home.
• Leadership and ‘buddy’ opportunities for senior students which can support relationships between the school and ECEC and assist with transition for those children moving into their Foundation year at the school.
• Supporting children’s transitions to school and applying the guidance provided in the transition to school resource kit or Transition – Early Childhood to School policy.
• Routines and expectations: incorporate or align familiar routines, expectations and experiences across each setting.
• Discuss processes for information sharing about children as they transition to Foundation, particularly those with additional needs, including mobility, to ensure sufficient staffing and facilities will meet their needs.
• Inviting early childhood teachers and educators to collaborate with career practitioners and talk to secondary students about Early Childhood Education careers.
• Vocational opportunities for secondary students considering a career in early childhood education. For example, through work experience or a School-based Apprenticeship and Traineeship at the ECEC. The Work Experience policy outlines the requirements for schools in planning for and implementing work experience placements for secondary school students.