project. reciprocal visits as Meeting children in success. Began a preschool. through meetings, part of transition both settings. relationship outside of visits, phone and Created expectations program for the the scope of the internet contact. ‘Hand over’ of that prep and following year project with one Transition Statements. preschool educators Prep and preschool with a focus on preschool. organise meetings educators visited each inclusion. Newly designed Buddy Gained support for rather than relying on other’s classrooms to Program. Pre-school group the idea of reciprocal management or view the program and visited the school with visits within the school leadership. to meet prospective Resource sharing. their educator. community and with students or catch up Communicating with individuals in an early with children who had Provision of a and informing relevant childhood setting. transitioned to school. transition program for individuals, children at the school Re-evaluated what the committees and Planning to extend outside of preschool school was offering settings about the transition processes session times. early childhood reciprocal visits. and discussion with settings as an relevant stakeholders Creating a one-page incentive to begin a about this. document about relationship. reciprocal visits. Changes to processes Planned for reciprocal such as hand-over of Promoting and visits in the Transition Statements celebrating the and forming class program in the school period. groups. and through local media to sustain growth of program.
project. reciprocal visits as part of transition program for the following year with a focus on inclusion. Pre-school group visited the school with their educator. Provision of a transition program for children at the school outside of preschool session times. Meeting children in both settings. ‘Hand over’ of Transition Statements. Newly designed Buddy Program. Resource sharing. success. Began a relationship outside of the scope of the project with one preschool. Gained support for the idea of reciprocal visits within the school community and with individuals in an early childhood setting. Re-evaluated what the school was offering early childhood settings as an incentive to begin a relationship. Planned for reciprocal visits in the period. preschool. Created expectations that prep and preschool educators organise meetings rather than relying on management or leadership. Communicating with and informing relevant individuals, committees and settings about the reciprocal visits. Creating a one-page document about reciprocal visits. Promoting and celebrating the program in the school and through local media to sustain growth of program. through meetings, visits, phone and internet contact. Prep and preschool educators visited each other’s classrooms to view the program and to meet prospective students or catch up with children who had transitioned to school. Planning to extend transition processes and discussion with relevant stakeholders about this. Changes to processes such as hand-over of Transition Statements and forming class groups.
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