4.2. Effectiveness of the Initiative To determine perceptions by early childhood educators and managers and Prep teachers and principals of the overall effectiveness of the initiative, the online survey asked respondents to rate the effectiveness of the Transition Initiative in achieving the identified outcomes. On average, respondents to the survey ranked the effectiveness of the Transition Initiative against each identified outcome as neutral or above on a five point Likert scale.9 Detailed data on the responses from early childhood educators and managers and Prep teachers and principals, and a comparison between them, is presented below. Perceptions of Effectiveness by Early Childhood Professionals As shown in Figure 1, early childhood educators consistently ranked the effectiveness of the initiative in achieving the identified outcomes of the Transition Initiative lower than early childhood service managers. Figure 1: Early childhood educators and managers: Perceptions of the effectiveness of the Transition Initiative 5.0 4.5 3.9 4.0 4.0 4.0 3.8 3.5 3.5 3.5 3.5 3.5 3.6 1.5 3.0 1.0 2.5 2.0 3.3 3.2 3.1 3.1 3.0 Common Networking Knowledge re Confident & Identifying Triggering Identifying understanding supports supports what works ready to learn strengths Early childhood educators Early childhood managers Identifying children‟s strengths and facilitating a common understanding between early childhood educators and Prep teachers about supporting continuity of learning and development during transition to school children‟s were ranked highest by both early childhood educators and managers. Respondents were required to rank each outcome on a 5-point Likert scale with 1 = very ineffective, 2 = 9 ineffective, 3 = neither effective nor ineffective, 4 = effective, 5 = very effective
4.2. Effectiveness of the Initiative To determine perceptions by early childhood educators and managers and Prep teachers and principals of the overall effectiveness of the initiative, the online survey asked respondents to rate the effectiveness of the Transition Initiative in achieving the identified outcomes. On average, respondents to the survey ranked the effectiveness of the Transition Initiative against each identified outcome as neutral or above on a five point Likert scale.9 Detailed data on the responses from early childhood educators and managers and Prep teachers and principals, and a comparison between them, is presented below. Perceptions of Effectiveness by Early Childhood Professionals As shown in Figure 1, early childhood educators consistently ranked the effectiveness of the initiative in achieving the identified outcomes of the Transition Initiative lower than early childhood service managers. Figure 1: Early childhood educators and managers: Perceptions of the effectiveness of the Transition Initiative 5.0 4.5 4.0 3.9 4.0 4.0 3.8 3.5 3.5 3.6 3.5 3.5 3.5 3.0 2.5 2.0 1.5 1.0 3.3 3.2 3.1 3.1 3.0 Identifying strengths Common understanding Networking Knowledge re Confident & what works ready to learn Identifying supports Triggering supports Early childhood educators Early childhood managers Identifying children‟s strengths and facilitating a common understanding between early childhood educators and Prep teachers about supporting children‟s continuity of learning and development during transition to school were ranked highest by both early childhood educators and managers. 9 Respondents were required to rank each outcome on a 5-point Likert scale with 1 = very ineffective, 2 = ineffective, 3 = neither effective nor ineffective, 4 = effective, 5 = very effective
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