Supporting continuity in learning and development in the move to P1
It is important to achieve as much continuity as possible when children move from pre-school settings to Primary 1 (P1). Yet the learning and teaching approaches used in pre-school education and in P1 often contrast sharply in emphasis.
In pre-school settings staff often balance short periods of teaching with longer periods where children learn through play, either in play chosen or initiated by the child or in play activities or experiences planned by staff. Children play for much of the session in small groups, are free to move about and talk during play and have high levels of adult support available for their emotional and learning needs.
In P1 there is a stronger emphasis on teaching, with children sitting and listening for longer periods, and working on activities such as writing and reading. There are fewer opportunities for them to talk to adults and sometimes to other children, and adult support is more limited. Too often, completing and colouring worksheets feature prominently. There tend to be fewer opportunities for children to choose or initiate activities. Children spend more of the day on individual tasks.
Some of these differences appropriately reflect children’s increasing development as learners. At this stage, most children are ready for more teaching, especially where it is interactive and linked with high quality activities. As they develop, children do become less dependent on adults and are able to concentrate longer on individual tasks as well as to work in small groups. Using newly acquired skills in reading, writing and number is highly motivating for young children.
Reviewing the pattern of the day
Overall, however, a move like this from a pre-school setting to P1 too often provides an abrupt transition for children which can prove damaging for some children’s confidence and progress. It is important to achieve a greater continuity of approach, together with a greater emphasis upon matching support and experiences to children’s differing needs. In practice this means reviewing the pattern of the P1 day. It means:
- deciding when teaching is the most appropriate way of promoting learning for different groups of children
- considering the use of available resources including classroom assistants, parents and additional teaching staff to support active learning through play
- targeting staffing resources to help children to develop, contextualise and practise skills
- making use of the capabilities of children to initiate their own learning and to work together
- using staffing resources to provide extended periods of learning through play for some children
- planning the careful development of literacy and numeracy skills supported by a strong and continuing emphasis on oral language and development.
Reflective question
How well does your current practice support continuity in experiences and learning for all children as they move into P1, and what steps do you need to take to improve?