Transforming learning and teaching experiences of young children entering school 

The new entrant team at Mairehau Primary School, Christchurch, were interested in how they might provide greater continuity for children transitioning from early learning services. They made changes to the physical environment, their pedagogy, and what learning is valued (and how this learning happens) for children in their first years of school. 

They designed a play-based programme called, “Relating to Others Time”, to run each morning of the week from 8.30 am, when children started arriving at school, until 10.15 am. 

Kaiako believed that the familiarity of the play-based programme for children, with its emphasis on relationships and on providing children with the freedom to make real choices about where, what, and with whom to participate, meant children were more relaxed and excited about coming to school. 

Kaiako found a number of benefits from this approach: 

• The predictability of a relaxed and fun start to the day invited children to engage, which helped set the tone of the day. 
• The children had time to develop a sense of belonging at school and settled more quickly. 
• The activities provided the teachers with prompts for conversations and discussions so that they could get to know the children and make connections to other aspects of the curriculum. 
• There were fewer concerns with children’s behaviour than in the past. 
• The teachers were frequently surprised and inspired by the children’s creativity. 
• The children were able to pursue interests they found fascinating and motivating and were able to see themselves as successful across a range of disciplines. 

Reference

• Davis, K. (2015). New-entrant classrooms in the re-making. Core Education Research Report: Christchurch: Core Education.