Introduction

The purpose of this inquiry was to look at how we promote building positive relationships throughout transitions from nursery to primary 1 and increase my knowledge and understanding on the impact we have on the children and families and see what changes we can make to improve our transition experiences.

The factors for this project do not only need the input from the nursery staff but the teaching staff as well. Early level progresses into Primary 1 and we looked to see how much of the nursery spaces are replicated in Primary 1 through continuous provision to provide a space where quality learning and continuity of the Froebelian gifts and occupations are carried on from the nursery.

This enquiry links with our guidance document Realising the Ambition (2020) which states that “Steps should be taken by practitioners to minimise the adverse impact that new routines and systems can have particularly on children moving from home to ELC or when starting school.” Learning and teaching through the Froebelian lens should be continuous when moving onto Primary 1. Children should be encouraged to build on their previous skills learned in the nursery.

Policies which support this inquiry include, ‘Realising the Ambition’ (Scottish government, 2020) where section 8 focuses on transitions and what matters to the children.

UN Convention on the rights of the child (UNCRC)

The Froebelian principle – Relationships matter focus on the “every child with themselves, their parents, carers, family and wider community are valued”. (Tovey.

Jason Leitch – What Matters to Me? A resource which I used to support thinking around the what matters to me approach.  https://youtu.be/H_Z1ZvjlKDE?si=4mMzfNNCWikbdDtp

Context

As a setting staff participate in a home visit before the child starts the nursery, the parents are given a ‘What matters to me’ form to complete with their child before the visit. Staff then speak to the parents and child around the information which is given on the form. The child is given a story and teddy which they should return on the first day of nursery, From the ‘What matters to me’ form staff are able to provide provocations for the children’s interests which help settle the child on the first day. If required the keyworker will sit with the child and read through the story which was given at the home visit. This interaction gives the keyworker the opportunity to build a positive relationship with the child.

Over the next few weeks (depending on the child’s interest) they will be introduced to the Froebelian occupations and will experience the different talks of the rules and routines in the different areas, for example woodwork, sewing and weaving, clay or the fire pit. These principles are then embedded with the children to allow autonomy and freedom with guidance throughout their everyday learning. Through the early level teachers participating in the nursery pedagogue sessions nursery staff could explain the rules and routines nursery staff and children have put in place For safety reasons to enable the teachers to continue with continuity to allow a seamless transition with continuous provision resources such as block play and nature the children will understand the expectations from the teachers and to stop confusion and mixed messages towards the children.

From this enquiry and linking it to my question I want to establish how transition moving onto Primary 1 mirrors the transitions practitioners complete when the children start the nursery and what the Froebelian occupations look like in Primary 1. From prior knowledge transition from nursery to P1 are generally good and I know this from the way most children settle in, however knowing the work that happens in the nursery for transition I feel this could be mirrored more during transition into P1

For the research project I opted to measure my findings using qualitive data rather than numbers.

A cover letter was created and backed up with a PowerPoint informing my participants of the importance of positive relationships and I attached a Microsoft Teams questionnaire which was anonymous for my participants to complete.

My aim was to invite two of the infant teachers, ten parents in total (5 from Primary 1 and 5 from nursery) alongside 9 nursery practitioners to complete the questionnaire.

Through spending time with children seeking their views of what relationships matter to them. We drew a mind map of the children’s conversations and used the ipad to record voiceover which enabled me to revisit and listen carefully to each child’s conversations.

After we were finished chatting the children used the Ipad and took pictures of some of the things that mattered to them in the nursery.  One of the children told me that “my favourite thing to do is build with the blocks, I hope they have them when we go to school”

Ethics

To begin with I discussed the project with my Senior Management in the school and gained written consent from my Head Teacher to ensure my project could go ahead.

I then had to think about whose thoughts I wanted to gather and this is when I planned my methodology. I outlined the reason for my project from the beginning and ensured I obtained written consent from all my adult participants. It was made clear to all participants that feedback would remain anonymous throughout the project. All participants said they were happy for me to share their answers.

I believe building good relationships was key to getting parents to participate (especially some of the Primary 1 parents who no longer have children in the nursery).

In terms of protecting the children’s identity, the mind map answers were kept anonymous and the children’s faces were not recorded just their voices. This recording was then deleted off the Ipad.

Anonymous questionnaires were used to capture the participant’s knowledge around the work staff provide to build relationships with their child and our families.