Once I was intimated of the place for my field placement for this unit, I looked into the area and the issues faced by local families, the community profile, the LGA local council website and then my field placement playgroup website as it is important to be aware of the vulnerable areas that needs to be addressed and focused upon for creating a meaningful program and project, says Arthur and his contemporaries (Arthur et al., 2015). After knowing the playgroup assists in early literacy and numeracy, transitions to school, constructive parenting development and healthy eating, I introduced myself to them professionally by calling them and arranged dates. On the first visit, after discussion about assignment and project requirements, I was suggested I concentrate on transitions to school. It was understood that multilingual family children needed help – there was need of mutual trust, respectful relationship, and for them to understand what is different between between “orientation to school” and “transition to school” (Perry, Dockett, & Howard, 2000; Binstadt, 2010).
I suggested some resources like transition to school statement in various languages, school enrolment forms in different languages, and even the incorporation of some multilingual books for children that would assist them in having a smooth transition to school. It was suggested by my supervisor that I know the perspectives of these multilingual families also with the help of interviews or sharing questionnaires to acquire a wider knowledge of the difficulties they face in such situations. Her idea is to develop the collaboration between me and the community members. Robinson and Jones Diaz (2016) recommended that incorporation of the views and ideas of the families would help in the creation of a program that would be properly planned and efficiently assessed, and even build a constructive partnership for the sake of positive children learning and development and even for overall assignment success.
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2015). Children in the context of their families and communities. In Programming and planning in early childhood settings (6th ed.),pp 36-68. Melbourne, Australia: Cengage Learning.
Binstadt, M. (2010). Ready together – transition to school program effecting positive outcomes for children and their families in the inala to ipswich area. International Journal of Transitions in Childhood, 4(1), 37-44. Retreived from https://extranet.education.unimelb.edu.au/LED/tec/pdf/journal4_practitioner%20article.pdf
Perry, Bob; Dockett, Sue; & Howard, Peter. (2000). Starting school: Issues for children, parents, and teachers.Journal of Australian Research in Early Childhood Education, 7(1), 41-53.
Robinson, K., & Jones-Diaz, C. (2016). Diversity and difference in childhood: Issues for theory and practice (2nd ed.). Berkshire, England: Open University Pre