ACTION RESEARCH DRIVING CURRICULUM
KU
20
17
be ‘school ready’. In their own ways,
each group expressed a need or
desire for children to be able to form
strong connections with people
and places, so they can separate
more successfully from parents
when starting school. Equally, an
understanding of school routines
and developing the self-help skills
required to navigate those routines,
were common expectations. children and teachers, Transition
to
School
Statements,
and
collaboration became important.
Recommendations were made that
children be active participants in
‘getting ready’, by documenting
what they already know about their
future schools. Preschoolers can
also contribute retrospectively by
returning to preschool to share their
experiences with younger children.
Reflecting on these findings led
to the development of a series
of recommendations to improve
the transition to school program
at KU Mayfield. Fostering greater
connection between preschools and
schools through reciprocal visits by Whilst the findings of action research
are contextual, in some cases these
recommendations could be adopted
in other areas to improve transition
to school processes more broadly.
KU Mayfield Director, Karen Hugo,
has been sharing her experience with
15
colleagues through KU’s professional
learning program, and the research
findings continue to be peer reviewed
and considered for publication in
Australian and international academic
journals. Karen explains that one of
the most rewarding things was seeing
the associated professional learning
for the team.
“For some educators this was their
first experience of researching, and
they were empowered by the process.
It helped cement professional
relationships with teachers at our
local schools, and provided current
information as rationale for changes
within our program.”