Smoothing the Way: Investigating the Role of a Supported Playgroup Located at a School

Abstract

THE TRANSITION TO KINDERGARTEN is a period of change that can be challenging for many children and their families. While there is wide recognition for the need to support children before and during periods of transition, there is little research on the role of how supported playgroups assist children and families. This research tracked a cohort of children who attended a supported playgroup located on school grounds and their transition to kindergarten the following year. The study was conducted at a metropolitan school in a low socioeconomic suburb of Perth, Western Australia and included data from the children, families and school staff. The social and emotional development and learning dispositions of the kindergarten class were observed in the early weeks of the new school year. Interviews with the families and school staff examined perspectives on how the children transitioned into kindergarten. The supported playgroup and the relationships formed between all stakeholders were instrumental in the smooth transition to the kindergarten program.

School playgroups: Which features of provision matter?

“…School staff appreciate that play affords capabilities for children's learning, and so view the school playgroup as an important opportunity for caregivers to play with their children (McLean et al, 2018). An Australian case study, following the decision of one school to implement a school playgroup, found that children who attended the playgroup evidenced increased behaviour regulation, concentration and learning satisfaction in their first year of school compared to those children who did not attend (Knaus et al, 2016). Most recently, school playgroups have been adapted as a model for increasing the participation of Aboriginal and Torres Strait Islander (ATSI) children and families in ECEC.…”

Supporting Parents’ Informed Early Childhood Education and Care Choices through Playgroups

“…Besides offering parents a social network, supported playgroups provide information and resources to families through a paid, qualified coordinator (Jackson, 2013). Recently, supported playgroups have been identified as potential sites for delivering parenting education initiatives or interventions (Hackworth et al, 2017;McLean et al, 2015;Weber, Rissel, Hector & Wen, 2014) and for facilitating school transitions (Knaus, Warren & Blaxell, 2016). Currently, however, there is no understanding of the role playgroup coordinators might play in discussions about ECEC choices at playgroup, nor of playgroup coordinators' awareness of what constitutes quality ECEC and the NQS quality rating system.…”

Playgroup Families’ Experiences of Play-Based Remote Learning

“…Known benefits of playgroup participation include socialisation opportunities for families (McLean et al, 2020), parenting support (Hancock et al, 2015) and wellbeing (Berthelsen et al, 2012). Educational outcomes of playgroup participation for children include social and emotional, language and cognitive skills (Hancock et al, 2012; Sincovich et al, 2020) and smooth transitions to school (Knaus et al, 2016).…”