When children make the transition from an early childhood setting to the early years of formal schooling, it is important that they are set up to be the best version of themselves as they take this milestone step. Starting primary (or elementary) school means that early childhood educators are assisting both children and their families to adjust to new contexts, which in include people, spaces, and ways of teaching and learning. “School readiness” is a phrase that is often used in the media – and in social conversations among families – referring to the year prior to starting formal schooling. In Australia, this means Prep (Victoria, Tasmania, and Queensland), Kindergarten (NSW), Reception (South Australia) Pre-primary (West Australia) or Transition (Northern Territory and the Australian Capital Territory). Whatever the first year is called, it is often positioned that the early childhood setting “must prepare children for school”, rather than all of the important collaborative work with families. and the school setting/s that will welcome these children, and a recognition that learning starts from birth, not in primary school! 

At Mother Duck, we assert that setting children up for success at school (and life) begins when they first start their journey with us, rather than a separate ‘program’ outside of our curriculum. Imagine what the children have learned from the experiences offered in the above photo and those offered below. In this particular Mother Duck setting (Wynnum), the teaching team have decided to no longer purchase commercially available acrylic paints – rather the children are learning what natural materials could be repurposed, such avocado skin and seeds, the water from cooking sago or pasta, citrus peel, clay, or dead flowers to make paint. Imagine what they are learning about being sustainable, about being patient and resilient, about slowing down, and about working together with others. Look at the careful outline of the flower that has been drawn before the paint is applied. Look at the meticulous application of paint on the petals and the darker centre of the flower – all done with care and purpose. Look at the collaboration below, the muscle strength needed to work with a mortar and pestle, the experimentation and problem-solving to achieve the colour you are seeking. What wonderful skills to take you forward in the next stage of your schooling!

In a 2008 Australian study, Transition: a positive start to school, the authors identified several critical factors that may support children in experiencing a constructive and enjoyable beginning to their school life. It recognised that a transition to school is a progression that requires a partnership between all stakeholders, and most importantly, a focus on children’s social and emotional well-being. This is so essential in the post-covid era where children’s well-being has been eroded by isolation, too much screen time, family breakdowns, health issues and, we now see behaviours in early childhood settings that mimic other more serious issues as a result, such as those seen in neurodiverse children. Having self-confidence, knowing how to function as a member of a learning community, being able to solve problems in times of conflict, being an active participant in everyday life, and having the skills to draw upon resilience and perseverance are key to smooth and successful transition from an early childhood setting to the early years of formal schooling. 

As I said earlier, we at Mother Duck acknowledge that supporting children to make the transition to formal schooling does not demand an independent part of our curriculum be put aside for this task. It is so much more than sitting in a circle and listening to the adults, or the rote learning of numbers and letters, using stencils to colour inside the line, or tracing over predetermined outlines that have no bearing on children’s own ideas and thinking, or learning to eat out of a lunch box which is absent of support to self-regulate your hunger and thirst. As educators, we place a great deal of value on purposeful and intentional play, and the rhythms and rituals of the day, where children learn to respect the ideas and thoughts of others, where they build an understanding of decision-making, empathy, kindness, and critical thinking. Imagine the peacefulness, calm and solitude needed to spend 45 minutes doing an observational drawing of a plant, or the dexterity, fine motor skills and perseverance needed to learn how to embroider when you are only 3 years old. These are the skills children need for life!

We understand that many families have a keen interest in early childhood settings supporting the development of literacy and numeracy, as part of a successful transition to school for their child and see it as a key indicator for school achievement. It has been my experience in working with schools, as an academic and as a consultant, that they place greater emphasis on children’s social competence and the ability to self-regulate themselves as they interact with people, spaces and learning experiences. Navigating life in a much bigger, louder, and more complex environment – like a school – means children must draw upon a more nuanced skill set. Sure, recognising your name and the ‘rules’ of a classroom (mostly with just one teacher, or sometimes with a support teacher) are helpful, but knowing how to join in play, work with and alongside other children, and be independent and resourceful are even more helpful.

Imagine having learnt how to use stop-motion video techniques, or to design your play experiences, including the number and variety of materials that are needed and, with whom you are going to ‘snap ideas’ with. Imagine having learnt what it means to care for something or someone else, or to work at great heights in risky play, or to pattern with very delicate materials with great care and concentration. These are the skills we at Mother Duck are investing in when working with the children we welcome at our settings each day!

We have also thought carefully about how we make this learning visible to families. We use our panel foyers to celebrate the aspects of social responsibility we work on. We zoom in on the focus element in each of our studio panels; we share ongoing stories of teaching and learning in our studios; we publish a snapshot of each studio’s work; we send home newsletters; we meet with families; and we organise an annual exhibition of our work – and of course we publish these blogs! We are very proud of our work at Mother Duck, and we have been celebrated across Australia for the innovative and ground-breaking curriculum we embrace. Hand on heart, we also know that we set children up for enduring success, as they transition to school and beyond, as the best version of themselves they can be – good humans for life!

Please reach out to your centre’s Pedagogical Coordinator if you would like more information on our curriculum and how it helps your child make the transition to school.