Exploring new approaches to pathways from early childhood education to school

Abstract

In pathways of lifelong learning there are some key transition points along the way. For young children there are often transitions to, within, and between early childhood settings and then from early childhood education [ECE] to school. New Zealand’s early childhood curriculum Te Whāriki (Ministry of Education, 2017) recognises the importance of these different transitions throughout the document and pays particular attention to the pathways for learners as they move from early childhood education to school and kura. This article draws attention to the approach to transition in the current New Zealand curriculum documents and discusses some of the possibilities for transition practice offered by Te Whāriki (Ministry of Education, 2017). Examples of teacher practice in which teachers in ECE and school worked together to explore ways to identify and acknowledge children’s existing knowledge are discussed. The article reflects on key implications for teachers in ECE and the early levels of school as they review their practice in light of the updated Te Whāriki curriculum.