Pedagogy of continuity among children
The transition of children from the lower preschools to primary schools is a critical qualitative upgrade among children. The settings often displayed by the ECEC and primary schools institution are often different in terms of the physical and pedagogically framework, thus children experience abrupt transitions, (Ebbeck , Yim & Lee, 2013). For the majority of children, the shift can often be satisfying while for others it can be challenging and stressful. Nevertheless, pedagogy is a crucial developmental stage for children. The transition occasioned has a positive impact on the children’s later education experience and development. Research undertaken has indicated that alignment of the ECEC centers for children and transition for primary schools has improved literacy and skills on maths, (Ahtola et al., 2011), yet not much has been sought on the impact of experiences. These annotated bibliographies report assess various studies undertaken on pedagogy continuity among children.
This report provides an overview of the starting block which enables proper transition and relation between home and child care services. The purpose of this article was to outline the need for building greater collaborations between the child care services and homes. Children are the key beneficiaries when there are strong collaboration and improved experiences at the child care services. The paper advocates for the sharing of crucial information concerning the child such as the dislikes and likes interest and significant happenings at home. Further child care services should reciprocate what they have learned from the child such as whom they play with and build relationships initiated both at home and schools on learning and development. The main strength of this report proposes routines such as behaviour, sleeps sun safety, toilet training and hygiene to be consistent to the child. However the site mean weakness is that no factors hindering effective communication in building string links between home and child care services were identified. However, the report is relevant in sharing type of information useful for sharing at home and child care services. Surprisingly the site offers clear directions and recommendations on home child communication process.
Archambault, J. (2012). ‘It can be good there too’: home and continuity in refugee children's narratives of settlement. Children's Geographies, 10(1), 35-48. The paper outlines how refuges children can overcome the experiences build in asylum centres and create a conducive home for the development process. The main strength of the article is that it outlines the importance of a home centre, as it serves as a material and relational avenue for children expectation and making an ideal home for children, influencing the process of homemaking. The article reports that settlement is a key turning point for refugees’ families and it is the best way of making a home and enhancing the child pedagogical continuity. The main weakness of the study is that factors associated with unfriendly environment of refugee children were not highlighted; however the relevancy of the study is critical in understanding infusing continuity services to the children. Surprisingly it shows that settlement of refugee families is a significant approach in settling immigrant families and their children.
De Gioia. K., (2013). Cultural negotiation: Moving beyond a cycle of misunderstandings in early childhood settings. Journal of Early Childhood Research, 11(2), 108-122. The importance of developing key partnerships among families is critical for child care services. The experience brought by the families and childhood educators can have an impact on child development. The focus of the paper aimed at looking at the disparities such actions can bring. Using a social constructive approach, the main strength of the study proposed the need for ascertaining processes between families and child care services for support enhancement and building collaborations, hence developing a common approach for improving child’s development. This study is relevant in understanding the character of family educators which result to poor understanding of the roles.
This investigative document assessed the inquiry of children in Immigration Detention. It outlines how the rights of children should be respected and understanding the physical and mental trauma children face with respect to refugee and asylum-seeking practices. The inquiry investigates how children often suffer from the stress and torture caused by the turbulent refugee status. The needs of the children in this context need not be addressed in an isolated way but rather looked upon collectively. The main strength of the paper is detention of children and their refugee families as this causes mental and physical trauma to children. The study is relevant in ensuring that children needs are met effectively in the family and communal environment. The study’s mean weakness is that challenges affecting home care services for refugees were not thoroughly highlighted, which could offer a way of mitigation. Surprisingly thus the early childhood Australia opposes vehemently on the detention of refugees with their children and enchanting better living conditions to address the needs of children and asylum seekers.
Strategic Community Assistance to Refugee Families (SCARF). Homepage. Retrieved from https://www.scarf1.org.au/ . This site advocates for the rights of the refugees and offers support to refugees in enhancing safer settlement process. The purpose of this site is a social website offering support to refugees by giving them the social support needed at the time of transition. The site aims at raising awareness and taking part in welcoming refuges and enhancing peaceful transition for the refugee immigrants through effective settlement in Illawara refugee entrants. Refuges often experience tough challenges and getting a support system pay crucial role in reducing the adverse shock of their status. The main aim of this site is to champion for an inclusive community where the refuges feel warm reception in overcoming barriers and building vibrant life at home. The main weakness of the study is soliciting fro refugees information is quite challenging thus limiting its resources. Surprisingly the site has good home page which captivates the reader.
Hunkin, E. (2014) We're offering true play-based learning: Teacher perspectives on educational dis/continuity in the early years. Australasian Journal of Early Childhood, 39(2), 30-35.The paper focuses on assessing the educational continuity for early childhood in the field. The investigation focussed on preschool and primary teachers’ perspective on educational continuity for children. This study’s main strength is that there are existing differences between this two categories and the crucial way to manage is to gain experiences in both settings so as to open up teacher’s perception. In these way children, continuity is enhanced and improved. The main weakness of this study is that external factors affecting play based learning were not assessed as they influence negatively on the teachers teaching views.
Mitchell, l. & Ouko, A. (2012). Experiences of Congolese refugee families in New Zealand: Challenges and possibilities for early childhood provision. Australasian Journal of Early Childhood, 37(1), 99-107. The article reports that refugees face numerous challenges with regard to access to school access which corresponds to their cultural and ethnic backgrounds. The purpose of the article was to undertake a community-based research through focus group discussion, drawings and stories among Congolese refugees in New Zealand, laid down the aspiration of refugees which respect to childhood development. The main strengths assessed were the essence of incorporating cultural contexts in childhood development so as to enhance child development which aligns with the community underpinnings. The main weakness of the study is that it tries to generalize the information obtained and yet the data used could not facilitate generalizability. Surprisingly despite this shortcoming, the results obtained offer a good opportunity for insightful study.
Continuity in child health care settings plays a pivotal role in enhancing the sustainability process. The article outlines the key importance of enhancing connections and continuity learning experiences for children. The article emphasizes on the importance of enhancing positive learning environment for children, further, enhancing continuity of educator’s facilitator’s effective continuity of learning for children. The main strength of this article is that facilitating the continuity of learning often possesses numerous challenges and a sense of security which calls for deeper meaning and understanding. There is a need for rethinking the norm of enhancing continuity of care for early childhood. This report is relevant in that it informs the foundations understanding of sustainability and promoting childhood development towards teenage phase. The main weakness of the newsletter observed is that, it does provide information which can be utilised easily, it needs adequate time in reading so as to offer good inception. Surprisingly, despite this objectivity of presentation, the information contained offers a resourceful insight towards continuity learning.
The authors highlight the need for continuity of care for children. The purpose of the report is to assess what children to thrive. the main strength and findings reveal that they need a conducive environment which facilitates that process the purpose of the report is to assess. Having a conducive environment enhances social, physical and language development. This report is critical in assessing key players such as childhood planners, community leaders and everyone in general needs to put in place strategies which enhance children development process and continuity of care. There is a need for designing programs and policy formulations which offer support to the continuity of care among children. Surprisingly, this report has outlined all key factors surrounding g continuity of care including programs and policies in place.
Conclusion
It is evident that the continuity of care during childhood development plays a crucial role in enhancing children development. Childhood offers a crucial phase for children to develop and offering the best care and planning for their sustainability and continuing care provision is crucial and fundamental at this phase.
