{"id":10659,"date":"2020-05-28T13:09:53","date_gmt":"2020-05-28T17:09:53","guid":{"rendered":"https:\/\/www.reseaureussitemontreal.ca\/key-topics\/covid-19-and-educational-success\/premiere-transition-scolaire-dans-un-contexte-de-crise\/"},"modified":"2020-07-10T13:43:08","modified_gmt":"2020-07-10T17:43:08","slug":"the-first-transition-to-school-during-a-crisis","status":"publish","type":"page","link":"https:\/\/www.reseaureussitemontreal.ca\/en\/key-topics\/covid-19-and-educational-success\/the-first-transition-to-school-during-a-crisis\/","title":{"rendered":"The first transition to school during a crisis"},"content":{"rendered":"

FIRST TRANSITION TO SCHOOL DURING A CRISIS:<\/span>
\nFAMILIES NEED SUPPORT<\/span><\/h3>\n

Published May 28, 2020<\/em><\/p>\n

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GUEST CONTRIBUTION<\/strong><\/p>\n

By <\/em>Horizon 0-5’s Chantier montr\u00e9alais Transition vers l\u2019\u00e9cole<\/em><\/a> and <\/em>Julie Ruel<\/em><\/a>, associate researcher for the CISSS de l\u2019Outaouais.<\/em><\/p>\n

R\u00e9seau r\u00e9ussite Montr\u00e9al has asked researchers to discuss various aspects of school perseverance as it relates to the current health crisis. We thank them for contributing to our special section on COVID-19 and educational success<\/em><\/p>\n

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A crucial moment<\/a>\u00a0|\u00a0Factors for a successful transition<\/a>\u00a0|\u00a0The effects of the lockdown<\/a>\u00a0|\u00a0Montreal issues<\/a>\u00a0|\u00a0A grassroots approach<\/a>\u00a0|\u00a0Solutions<\/a>\u00a0|\u00a0References<\/a>\u00a0|\u00a0Other resources<\/a>\u00a0|\u00a0About the authors<\/a><\/p>\n

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\"\"<\/a>THIS DETERMINANT WAS DISCUSSED IN A WEBINAR
\nWatch webinar<\/a> (French only)<\/h6>\n
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<\/a>A KEY MOMENT IN A CHILD\u2019S SCHOOLING<\/h5>\n

The transition to kindergarten is the first in a long series of transitions for a child and their family.<\/p>\n

Research has shown that if this initial transition to school goes smoothly, it forms a solid foundation for future transitions. It has a real effect on a child\u2019s motivation and engagement with school.[1]<\/sup><\/p>\n

This first transition to school is a key moment during which the child, family, school, and community adapt to one another. During this period\u2014which begins in the year prior to the child starting school\u2014the needs of the child, family, and host environment must be considered.<\/p>\n

This description, inspired by the Guide for Supporting a Successful School Transition<\/em> [1]<\/sup> focuses on interactions between the child\u2019s various living milieus, interactions that serve as protection factors. It also stresses the importance of planning this transition in consultation with all stakeholders. In addition to supporting the child\u2019s overall development, the transition period should be used to forge ties among the school, children, and their families, assisted by stakeholders working with children and who know them.<\/p>\n

The responsibility for creating a holistic process that ensures a successful transition to school therefore falls to all transition stakeholders. [2]<\/sup><\/p>\n

<\/a>RESEARCH-PROVEN CRITERIA FOR A SUCCESSFUL TRANSITION TO SCHOOL<\/h5>\n

To foster a successful transition, it is suggested to implement numerous and varied activities aimed at all children and their families. [3]<\/sup> It is also recommended to ensure educational and service continuity for at-risk students or students with special needs. [4]<\/sup><\/p>\n

There are four factors to consider when planning actions aimed at a successful transition to school. [3]<\/sup><\/p>\n

Factor 1<\/strong><\/p>\n

Recognition of parents\u2019 key role<\/em>
\nE.g., Have them introduce their child to the school, along with their strengths, qualities, and needs.<\/p>\n

Factor 2<\/strong><\/p>\n

Partnership among transition stakeholders<\/em>
\nE.g., Take advantage of knowledge about families involved in the transition\u2014knowledge accumulated by the early childhood sector\u2014to adapt transition activities to the realities of children and their parents.<\/p>\n

Factor 3<\/strong><\/p>\n

Tailoring transition practices for children with special needs<\/em>
\nE.g., Work with all stakeholders who know the child to plan the back-to-school period and provide for the necessary services before school starts.<\/p>\n

Factor 4<\/strong><\/p>\n

Favourable conditions for a coordinated, planned, and structured process<\/em>
\nE.g., Allow time to plan the transition.<\/p>\n

<\/a>A PIVOTAL PERIOD JEOPARDIZED BY THE LOCKDOWN<\/h5>\n

School-transition planning this year has been disrupted. The lockdown and social distancing rules have forced the cancellation of transition activities. For instance, communications and activities that usually bring families and the school together, such as \u201cwelcome to kindergarten\u201d events typically held in May, did not happen. Other transition stakeholders working with children and their families had to put a halt to their activities or find different ways to provide their services.<\/p>\n

During this transition period, an interruption of several months can cause families and indeed all transition stakeholders to lose their bearings.<\/p>\n

The lockdown has thus disrupted planning aimed at a successful transition, which can be detrimental to building trust between the child and parents and the school, to the child\u2019s confidence in their abilities, and to parental engagement.<\/p>\n

<\/a>DO CHILDREN IN MONTREAL HAVE MORE OBSTACLES TO
\nOVERCOME?<\/h5>\n

According to partners in the field, Montreal-specific issues include population density in combination with social distancing rules.<\/p>\n

Families with young children are less likely to take part in outside activities due to fear of infection. This reduces their contact with other families, leading to even greater social isolation. For many families, this isolation is compounded by food insecurity, a lack of computer equipment, and (for allophones) communication barriers.<\/p>\n

Currently in Montreal, organizations are concentrating their efforts on meeting the basic needs of families: basic necessities, food baskets, and moral support.<\/p>\n

Numerous partners are concerned about implementing first-transition activities. At the same time, Montreal is grappling with challenges related to the lifting of the lockdown, which is the current issue at the moment.<\/p>\n

<\/a>A NETWORK OF PARTNERS CONSTANTLY ADAPTING TO SUPPORT
\nFAMILIES<\/h5>\n

These Montreal-specific issues are compounded by the complexity of the situation, not to mention the re-opening of school postponed until September.<\/p>\n

Working together is thus more important than ever right now. Beyond the sharing of information, it involves developing a concerted school-transition plan, one that is adapted to the current situation.<\/p>\n

One of the priorities is to build trust in the school. To this end, parents need support and resources so that they can reassure themselves and their child.<\/p>\n

From this perspective, a grassroots approach is most favourable. This aims to create continuity among the child\u2019s living milieus and the schooling environment, without breaking the bond of trust. This is made more difficult for children who will not be returning to their educational childcare centres before starting school, or for those who do not frequent community organizations. Children with special needs are being considered separately among partners.<\/p>\n

It is not too late. How can we use the next three months to maximize our strengths and implement actions that will support the best possible transition given the circumstances? How can we make this transition a milestone in the lives of future students and their families?<\/p>\n

<\/a>SOLUTIONS<\/h5>\n

Educational, community and institutional stakeholders have begun to adapt their actions. Obviously, any idea must first pass through the filter of social distancing, which is especially difficult to respect for toddlers, who require more reassurance.<\/p>\n

Provide educational material and information about resources<\/strong><\/p>\n

Some partners have piggy-backed on the distribution of food baskets to also provide educational material or information about available resources.<\/p>\n

Organize a virtual tour<\/strong><\/p>\n

You could organize a virtual tour of the school, or a physical visit to the schoolyard. You could also exchange photographs by email.<\/p>\n

In conclusion, in this ever-changing situation, local and regional partners from various Montreal networks are working with renewed commitment not only to find avenues of action but also to move them forward.<\/p>\n

This safety net for children and their families will undoubtedly provide the best possible support for a very peculiar first transition to school.<\/p>\n

<\/a>REFERENCES<\/h5>\n[1]\u00a0<\/em>Minist\u00e8re de l\u2019\u00c9ducation, du Loisir et du Sport; minist\u00e8re de la Famille et des Ain\u00e9s; minist\u00e8re de la Sant\u00e9 et des Services sociaux, Guide for Supporting a Successful School Transition<\/em><\/a>, 2010.<\/p>\n[2]Ruel, J., A. C. Moreau, A. B\u00e9rub\u00e9, and J. April,Tous ensemble pour soutenir une premi\u00e8re transition scolaire de qualit\u00e9<\/em><\/a>,\u00a0<\/em>Gatineau, Qu\u00e9bec: Universit\u00e9 du Qu\u00e9bec en Outaouais, 2016.<\/p>\n[3] Ruel, J., A. C. Moreau, A. B\u00e9rub\u00e9, and J. April, Les pratiques de transition lors de la rentr\u00e9e des enfants au pr\u00e9scolaire<\/em><\/a>. Evaluation of the Guide for Supporting a Successful School Transition<\/em>, final research report. Gatineau, Qu\u00e9bec: Universit\u00e9 du Qu\u00e9bec en Outaouais and Pavillon du Parc, 2015.<\/p>\n

[4] <\/em>Ruel, J. and A. C. Moreau, \u201cLa continuit\u00e9 \u00e9ducative en r\u00e9ponse aux d\u00e9fis de la transition vers le pr\u00e9scolaire d\u2019enfants ayant des besoins particuliers<\/a>\u201d. Journal of Human Development, Disability, and Social Change.<\/em> Proceedings of the Colloquium Participation to Education Life, Learnings and Transitions to Adult Life, 2012.<\/p>\n

<\/a>OTHER RESOURCES<\/h5>\n
FACT SHEETS (IN FRENCH)<\/h6>\n