Support Children Receive from Practitioners in the Transition from Nursery to Reception Class in School

Level 6 research projects select important areas. The focus of the research project is the support children receive during the transition from kindergarten to receptionist. In particular, this shift is usually passed as a horizontal transition "with frequent changes between settings in a relatively short time frame" (Fabian and Dunlop, 2007, p. 35). As the transition took place in the same situation, he stated that the investigation in this field remained a minimum.

1 In certain circumstances, practitioners must comply with all relevant initial frameworks. Framework is suitable for all children 0-5 years to join the game group, pre-school, or kindergarten / reception class at school. This framework clearly defines all the legal requirements that practitioners must satisfy. In the second half of the framework, legal requirements related to learning and development of children are explained and detailed. This section describes the early learning goals, educational programs, and evaluation arrangements. Section 3 of the EYFS framework explains the legal requirements of child welfare

From 2008, child care centers, nurseries, kindergartens, and reception classes must enter the Early Foundation Stage (EYFS) and will be inspected under this framework by OfSTED. The EYFS program provides support and guidance to all people to help safely cooperate with children under 5 years of age and to promote learning and development. In EYFS it is important to understand that each child and his or her family are unique and have different needs and concerns. An effective practitioner needs to ask himself, "What kind of child is this, how can I support my development and learning?" We support, promote, model, consider, evaluate and attract children, so we are very special, influential and play a very important role.

When a child moves from kindergarten to elementary school, elementary school teachers must obtain as much information as possible from practitioners and their parents as soon as possible so that they can plan and satisfy individual needs in the classroom It will not. . In some authorities, the evaluation information received by elementary school teachers is basic and consists of a simple checklist that shows whether the child can complete work such as completing a puzzle. Although this information is worth it, we need a more comprehensive approach to sharing rating information so that the teacher can fully understand each child and develop a plan to meet the needs.