Care teams p.29 Stability: predictability, continuity, routines, Children in out of Agencies Promising practices for working with students and families consistent carers and ECEC, school and OSHC home care p.24 Children living in poverty (Cuthrell et al. 2010) staff, rules and low threat environment Trauma-affected p.26 Early Years Education Program (Fordham 2016) Educators p.30 Refugees Fully integrated service delivery (Press et al. 2010) Families Partnerships in Early Childhood program (Thomson et al. p.31 2007) p.31 SchoolPLUS (Regnier 2012) p.15 STRIVE pilot (McConnico et al. 2016) p.13 Signs and symptoms of traumatic stress in children 0-6 years (Wright 2014) Care teams p.29 Strength-based approaches Refugees Communities Early Childhood Access and Participation project (VFST p.22 Trauma-affected Educators 2016b) p.13 Signs and symptoms of traumatic stress in children 0-6 Families years (Wright 2014) Professionals Strength-based approach guide, see: VEYLDF High expectations for every child practice guide see: Transition: a positive start to school resource kit (DET Support with transition: to ECEC and schools, Children in out of Communities 2017) administration, agencies, referral services home care Educators Poverty Access strategies (Robinson et al. 2012) Families p.29 Refugees Schools and families in partnership: a desktop guide to engaging families from refugee backgrounds in their p.23 Trauma-affected children's learning (VFST 2015)ECAP (VFST 2016b) p.26 Early Years Education Program (Fordham 2016) p.30 Fully integrated service delivery (Press et al. 2010) p.25 HIPPY (Dean & Leung 2010; Lidell 2011; Yak 2016) p.31 SchoolPLUS (Regnier 2012)
Stability: predictability, continuity, routines, consistent carers and ECEC, school and OSHC staff, rules and low threat environment Children in out of home care Trauma-affected Refugees Agencies Children Educators Families Care teams Promising practices for working with students and families living in poverty (Cuthrell et al. 2010) Early Years Education Program (Fordham 2016) Fully integrated service delivery (Press et al. 2010) Partnerships in Early Childhood program (Thomson et al. 2007) SchoolPLUS (Regnier 2012) STRIVE pilot (McConnico et al. 2016) Signs and symptoms of traumatic stress in children 0-6 years (Wright 2014) p.29 p.24 p.26 p.30 p.31 p.31 p.15 p.13 Strength-based approaches Refugees Trauma-affected Communities Educators Families Professionals Care teams Early Childhood Access and Participation project (VFST 2016b) Signs and symptoms of traumatic stress in children 0-6 years (Wright 2014) Strength-based approach guide, see: VEYLDF High expectations for every child practice guide see: p.29 p.22 p.13 Support with transition: to ECEC and schools, administration, agencies, referral services Children in out of home care Poverty Refugees Trauma-affected Communities Educators Families Transition: a positive start to school resource kit (DET 2017) Access strategies (Robinson et al. 2012) Schools and families in partnership: a desktop guide to engaging families from refugee backgrounds in their children's learning (VFST 2015)ECAP (VFST 2016b) Early Years Education Program (Fordham 2016) Fully integrated service delivery (Press et al. 2010) HIPPY (Dean & Leung 2010; Lidell 2011; Yak 2016) SchoolPLUS (Regnier 2012) p.29 p.23 p.26 p.30 p.25 p.31
Fact%20Sheet%20Transition%20to%20School%20Supporting%20Vulnerable%20Families.docx