Presentation from a Comenius Regio project

1. TRANSITION FROM
KINDERGARTEN TO SCHOOL
About the important role of the professionel cooperation

2. Before: A sporatisk knowledge of one another´s
procedures and their importance. Only bound
together by the "Gold dust" material.
Now: A greater understanding of each other´s
practice, and we are now aware of the great potential
of cooperation. Both in relation to the professionel
knowledge sharing, and a better transition for
children and parents, in which the children play an
active role in relation to building bridges.

3. OUR STARTING POINT
1) Odense´s strategy on cross-cutting child and youth
environments.
2) The existing cooperation on "Gold dust"
3) Knowledge sharing about what it means to be
"ready for school"

4. STRATEGY ON CHILD AND
YOUTH ENVIROMENTS
Binding coordinating cooperation
and exchange of experience
between the professionals in order
to establish meaningful contexts
for children
Inclusive environments where all
children experience themselves as
meaningful participants in
communities
Children and parents are involved
in the development of motivating
learning environments.

6. GOLD DUST
A dialog tool that describes
the child´s transition from
kindergarten to Spring-
SFO and school
A collaboration that has
existed since 2008, but has
been reviewed in
connection with this
project * we will elaborate on this later

7. KNOWLEDGE SHARING
Knowledge sharing about
what it means to be "ready
for school". What would
the school professionals
prefer that the children are
prepared for, and does this
match the kindergartens
are working with.

8. CONDITIONS FOR A GOOD
TRANSITION
The child has a good foundation, that makes it
prepared to learn and engage in new social relations
Awareness and curiosity about how the world around
them works
Feels as an important participant that contributes
something important to the group

11. THE WORK OF THE FIRST
PROJECT PERIOD
Pilot project between Lisbeths and Bonnies class and
Anettes preschool group
Focus on: 1) Professional knowledge sharing
2) Collaboration across school and
kindergarten
3) The children played an active role

12. The pilot project ran from march 2013 to juli 2013
It consisted of:
- common activity days
- visits both at school and the kindergarten
- an increased focus on "Gold dust" and the
preparation of this
- early cooperation between the kindergarten and
school, on the children who had special challenges, this
meant among other things, that a single child needed
several visits to the school with his support teacher.
- clear communication with the parents, in form of
eletronic journals and newsletters

13. ATTENTION POINTS
AFTER THE FIRST PERIOD
Signs of a more smooth transition for the children,
and also the parents
More confident children, who looked forward to
starting school.
The value of "Gold dust" increases when the
professionals cooperates across kindergarten and
school.

14. THE SECOND PROJECT
PERIOD
We based our work on the successes from the first period
Our goal was to spread out the project to the 9 kindergartens that
provide children for Provstegårds-school
We were aware that we needed to communicate very cleary to the other 8
kindergartens, because they did not have the same preconception of the
project.
We needed to adjust the project to the new structure i Odense, because
the children don´t move from kindergarten to school in august. They
start march 1st in the spring-SFO at the school, where they have to
attend until august, where the school begins.

15. JOINT STAFF MEETING IN THE
KINDERGARTENS AUGUST 2013
We chose to work with
childrens transitions
As a part of the meeting,
we invited Bonnie and
Lisbeth, to come an speak
about the importance of
"Gold dust"

16. GOLD DUST
Why is it important that all
kindergartens fills out "Gold dust"
Why is it important that the "Gold
dust" tells something about the
child´s strenghts
How does the school use the
"Gold dust" and how does it affect
the childrens well-being in the
transition, and how is it used later
on in the schoolyear.
Renewal of "Gold dust"

17. “ Now I understand why it´s important to fill in the "Gold
dust"
" It gives a lot more meaning when the teachers have told
us how they use it"
"I´m happy to hear how seriously my work is used at the
school"
- quotes from the joint staff meeting

18. COOPERATION MEETING
Christine and Helene called
a meeting in september
2013, where we invited
representatives from both
kindergartens and school, to
talk about our plan for
cooperation the next year.
We talked about the previous
year´s results, and how we
wanted to spread this out.

19. COOPERATION PLAN BETWEEN
KINDERGARTENS AND SCHOOL
In september all 9 kindergartens receive a cooperation-plan
The 3 teachers in 0. class cooperates with 3 kindergartens each, and are responsible
to arrange visits to each kindergarten
Each kindergarten gets a visit and will be visiting the school 2 times
All kindergartens fill out "Gold dust" on every child
The kindergartens hand over the "Gold dust" at a meeting with the school.
The kindergartens are responsible of communicating with the parents about the
cooperation with the school and the use of "Gold dust"

20. THE SCHOOL VISITS THE
KINDERGARTENS
The children from 0. class
are ambassadors for the
school, and help to build the
bridge for a better transition
The teacher can observe the
future students in their safe
enviroment
visits are a learning both for
school- and kindergarten
children

22. THE KINDERGARTENS
VISIT THE SCHOOL
The children experience
the work in the classroom
They meet the teachers
and the children i 0. class.
They can play at the
playground

23. THE SECOND VISIT AT THE
SCHOOL (SPRING-SFO)
The children visit the buildings where the Forårs-
SFO are located.
They meet the staff of the Spring-SFO

24. EVALUATION MEETING AFTER
THE SECOND PROJECT PERIOD
Helene and Christine invited representatives from
the school and the 9 kindergartens who participated
in the new cooperation.
We received very positive response from all
participants
All would like to participate in the future

25. WHY HAS IT BEEN MEANINGFUL
FOR ALL PARTICIPANTS?
Simple project design, we built on what we already had
Both kindergartens and the school are in a position where they get and give value to
the project
cooperation takes place, physically, both at the school and in the kindergartens
It makes sense for children when they play an active part
Children get a smoother transition, when the professionals cooperate
Good and clear communication provides secure and confident parents. Confident
parents are far more able to support their children in the transition
Inclusion in the school communities, starts out in the kindergartens

26. PLANS FOR FUTURE
COOPERATION
Pamphlet to the parents
Further adjustments, so the cooperation plan fits the
yearplan even better
Cooperation meetings every year i august, where we
talk about year ahead, and introduce any new staff
members to the work on childrens transition i our
area

27. HOPES AND DREAMS IN RELATION
TO THE FUTURE COOPERATION
Job-shadowing/job-swap
between kindergartens and
school
Employees who share their
employment between
kindergartens and school
joint education
joint staff meetings and seminars
with knowledge sharing