Table 4: Overview of reciprocal visits at five sites Site Knoxfield site Clayton site Cranbourne site Yarrawonga site Kensington site Site One preschool and One early childhood One primary school One primary campus One early childhood structure one primary school setting (LDC) and one and one early setting (LDC) and one (however no children primary school childhood setting primary school feeding from this (preschool and LDC) preschool to the school) No reciprocal visits for No reciprocal visits for No reciprocal visits for No reciprocal visits for No reciprocal visits for educators. educators. educators. educators. educators. practices One-way visits to the Liaison between Transition program Early year’s group Transition program related to school by a transition settings. available at the school consisting of school including reciprocal reciprocal group. and advertised at the leadership and early visits for children, visits Offers of shared local preschools. year’s educators, and buddy program, professional early childhood transition days, etc. development. educators met once per term to talk about Reciprocal visits for administrative and children. organisational issues related to transition. Some Transition Statements. Formal transition timetable. Parent information nights. Weekly visits to preschool by principal including testing for children ‘at risk’. Activities Discussed and Established regular Tried to establish Organised release Established continual introduced planned possibilities visits between relationships with time for prep communications during for educators and educators. local early childhood educators to visit between prep and students to make settings with limited preschool educators
Table 4: Overview of reciprocal visits at five sites Site Knoxfield site Clayton site Cranbourne site Yarrawonga site Kensington site Site structure One preschool and one primary school (however no children feeding from this preschool to the school) One early childhood setting (LDC) and one primary school One primary school One primary campus and one early childhood setting (preschool and LDC) One early childhood setting (LDC) and one primary school practices related to reciprocal visits No reciprocal visits for educators. One-way visits to the school by a transition group. No reciprocal visits for educators. Liaison between settings. Offers of shared professional development. Reciprocal visits for children. Some Transition Statements. Parent information nights. No reciprocal visits for educators. Transition program available at the school and advertised at the local preschools. No reciprocal visits for educators. Early year’s group consisting of school leadership and early year’s educators, and early childhood educators met once per term to talk about administrative and organisational issues related to transition. Formal transition timetable. Weekly visits to preschool by including testing for children ‘at risk’. No reciprocal visits for educators. Transition program including reciprocal visits for children, buddy program, transition days, etc. Activities introduced during Discussed and planned possibilities for educators and students to make Established regular visits between educators. Tried to establish relationships with local early childhood settings with limited Organised release time for prep educators to visit Established continual communications between prep and preschool educators principal
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