Navigating the Kindergarten Journey - Exploring the Entrance, Progression, and Exit from Kindergarten Experience
In a commendable initiative, Crawshaw Kindergarten, located under the umbrella of the Waikato Kindergarten Association (WKA), has implemented a flexible transition-to-school process that has proven to be beneficial for children, especially those with diverse needs. This project, part of the Teaching and Learning Research Initiative (TLRI)-funded research project Strengthening belonging and identity of refugee and immigrant children through early childhood education, has been a significant step towards ensuring a smooth and supportive transition for young learners.
Head Teacher Gail Megaffin, a collaborative teacher and leader with a diploma in child protection, emphasises the importance of getting to know each child and their whānau to guide their learning. Recognising that each child needs and deserves an individual approach, Gail ensures that every child at Crawshaw Kindergarten receives personalised attention.
A key aspect of this project is the gradual separation process, where school children collect transitioning kindergarten children and accompany them to school. This approach helps foster a sense of familiarity and comfort for the newcomers, making the transition less daunting. Old friends from school also return to kindergarten to play with transitioning children, further promoting a sense of belonging.
Gail's teaching style is more side coaching than directive, allowing children to develop at their own pace. She values different ways of knowing, including mātauranga Māori, when planning for science teaching, ensuring a holistic and inclusive learning environment.
The project has not only benefited the children but also strengthened the relationship between Crawshaw Kindergarten and the school. Families have reported greater belonging at kindergarten and trust even more in their relationships with both the kindergarten and the school. Parents have developed support networks and more meaningful relationships within the community.
Despite unforeseen obstacles, positive outcomes were achieved for tamariki and their whānau. Tamariki have settled well and become socially confident, with many children able to attend school daily for extended periods, thanks to this flexible transition-to-school process.
The TLRI, established by the government in 2003, seeks to build research capability and make a difference to teaching and learning in New Zealand. Crawshaw Kindergarten, with its commitment to providing quality, inclusive services that meet the diverse educational needs of all children attending, is a testament to the success of this initiative.
As the project continues, Gail and her team at Crawshaw Kindergarten remain open to revision and refocus, ensuring that they continue to provide the best possible learning environment for all children.
Education and self-development are integral parts of Gail Megaffin's approach at Crawshaw Kindergarten, as she ensures each child receives personalized attention to facilitate their personal growth, providing a learning environment that encourages individual development at their own pace.
This commitment to personal growth aligns with the key aspect of theTransition-to-School project, which aims to create a smooth and supportive transition for young learners by fostering a sense of belonging and familiarity among them, thereby contributing to their overall education-and-self-development.
