Transitioning to School

Te Kōhanga

In our role as educators in the New Entrant space we have endeavoured to create better links between Early Childhood Education (ECE) and this school setting. Building spaces in our current context hopes to support our students transition successfully.

The role of play-based learning in early child development and its impact on learning identifies that up to the age of 7 years, child-led play is essential for imagination, creativity and enabling readiness to focus, concentrate and take on new academic learning. With this in mind, our educators have explored how Arahoe’s New Entrant space could reflect and embrace the needs of the whole child.

Your child will move through phases to ensure they transition successfully to school and are ready for structured, formal, learning the of The New Zealand curriculum (Please see phases below). Students begin in a space where we ensure they are settled and happy to be at school, can manage themselves and their belongings, and can follow instructions and routines. Once settled, they shift into a space where their gross/fine motor and coordination skills are explored as well as their confidence moving their bodies during physical activities. Your child will further take part in activities that check and consolidate their ability to manage themselves and their emotions appropriately in social interactions, problem solve, role play and act out scenarios and stories they develop.

Accomplishing these areas of early childhood development skills are a strong indicator that your child is ready to learn early literacy concepts and mathematics. At this point, your child will shift from our New Entrant space to a single classroom for their learning to continue and grow with all foundation skills having been covered.

For further information behind the rationale for this space, we encourage you to familiarise yourself with ‘Perry’s Neurosequential Model’, a theory which has been recently explored and researched by a well-known Neurologist Nathan Wallis which supports the best possible environment and start to education your child can have.


Katherine Pringle

Kia Ora! My name is Katherine Pringle and I have been leading our New Entrant Block for a few years. I had previously taught Year 1 students for two years and thoroughly enjoy working with this age group. I

Michelle Fouche


Jay Newman



Brainstem

Fight, flight, freeze - Stress/anxiety response

  • Managing belongings
  • Managing self
  • Happy to be at school
  • Feels safe
  • Allows parents to leave
  • Follows instructions
  • Self-help e.g., toileting

Midbrain

Gross Motor movement

  • Co-ordination
  • Crossing the mid-line
  • Auditory and visual processing
  • Eye tracking
  • Playground confidence

Limbic

Social/emotional development

  • Problem solving
  • Relationship skills
  • Understanding empathy
  • Memory
  • Pretend/Role-play
  • Resilience

Cortical

Thinking and processing information

  • Attention and concentration
  • Cognitive awareness
  • Processing five senses
  • Literacy
  • Numeracy