Preschool Curriculum

Preschool curriculums are programmed to help children achieve formal school readiness in all areas of academic and social learning. This includes exploration and discovery to encourage active participation among children, which broadens their horizons and expands their skills and knowledge. The meaningful experiences gained will empower young learners to grow confidently and successfully to prepare them mentally for the next phase of education. It is critical as a drastic transition can affect one’s ability to respond and adapt to the demands of school life. The purpose of this review is to compare transition practices of two countries, Singapore and Australia, critically analyze and evaluate issues that may arise, and to relate to ECCE models,

The Key Stage outcome of the framework emphasizes the need to build confidence and social skills in their early years to prepare them for lifelong learning (MOE, 2003).

Hence, preschool programs focus on helping children in developing skills needed for school readiness to primary school. Teachers provide opportunities for children to experience real-life situations using pretend play to encourage higher order thinking and enhance problem solving and social skills (Lee, 2012). Schools arrange for visits to primary school, inviting Primary 1 children to talk about they experiences, reading stories about ‘starting school’ and teachers introduce routines of formal schooling. There is also collaboration between preschool and primary school to further cater the needs of children during transition process (Marjory,

Programs vary within schools as members of the served communities determine it. The New South Wales Matrix is implemented to guide schools in developing quality transition programs. The Matrix includes five key aspects: building relationships, Planning and working with key players, responding to the needs of the local community, linking children’s early learning and prior knowledge to school and lastly, evaluating and reviewing programs.

Schools build relationship through transition processes. They foster relationship with children during school tours and visits. Parent-teacher relationship is strengthened when parents get involved with transition practices. Teachers personally contact parents to attend informal sessions, school visit and also provide them with information they need to help their children cope, adapt and have a positive transition to formal schooling. Preschools plan and work with key players like primary schools to ensure that classes created are with a balance of different children’s