Autumn 2007

Early childhood education & care

Dispelling the monsters

Transition programs are being used by schools to help kindergarten children adjust to formal schooling. Sharlene Chadwick explains the benefits of using the Peer Support program to provide an environment that builds positive connections and relationships.

Schools have a profound influence on children, their families and the community. Young people’s ability and motivation to learn and utilise what they learn is affected by their mental health. Schools are crucial in building self-esteem and a sense of confidence.

World Health Organisation, 1995

Transition programs are being increasingly implemented by schools for kindergarten students as awareness grows for the need to support students in order to achieve success in their formal schooling. Students are exposed to a variety of experiences prior to entering school making the introduction of the Peer Support program an effective strategy to build on skills and relationships already developed.

The Peer Support program is a peer-led, skills-based, experiential learning program. The emphasis is on developing and enhancing skills among young people for transition to school and wellbeing. It is integrated and linked to Key Learning Areas and complementary educational initiatives. The Peer Support program is aligned with national frameworks including the National Safe Schools Framework, Values Education, MindMatters, KidsMatter and the National Coalition Against Bullying. It is sustained from kindergarten through to secondary school. The Peer Support program has been developed over a number of years based on independent research and extensive evidence. A longitudinal study by the University of Western Sydney, Self Concept Enhancement and Learning Facilitation (SELF) Research Centre, 2003, was conducted to determine the effectiveness of the Peer Support program. Significant findings of the study included:

• skilling students to successfully negotiate transition
• enhancing relationships with peers and teachers
• attitudinal change towards bullying behaviours.

Peer Support groups are facilitated by two year 6 students with small multi-age groups from kindergarten–year 5. They meet on a weekly basis for 30 minutes over a period of eight sessions. Teachers have an active role in supporting the Peer leaders and students on an ongoing basis.

Students at this age of development are beginning to form peer relationships as their daily life becomes more structured with rules and routines. The Peer Support program assists students by providing an environment which builds positive relationships and connections among students from all year groups.

The Peer Support program contributes to improving the mental health and wellbeing of students, decreasing mental health problems and achieving greater support and assistance for students. Students in this early transition period gain self-confidence by being involved in Peer Support groups with an older student supporting them into their new environment, thereby being more likely to succeed in school. Studies from Pianta and Walsh (1996) provide further support that developing relationships and ongoing communication is pivotal for a good start in school.

Peer leaders are an integral part of orientation programs for kindergarten students. A number of schools report that Peer leaders buddy with preschool students in term four to support this transition. They play a role in school visits and facilitate classroom activities giving these younger students the opportunity to practise skills essential for school. The Peer Support program also provides opportunities for kindergarten students to make new friends and develop networks of support across the school community. Ladd (1990) provides support that this entry into formal schooling is an opportunity for students to make new friends. Students cope better in situations when they receive support from teachers and parents as well as from peers whom they view as friends. Students describe playing across ages and genders during break times as a benefit of the Peer Support program. Teachers’ comments also highlight this inclusive and supportive environment and note that students are seen to invite peers from all year levels to join in activities. ‘If you look at the students in the playground, they are playing with everybody.’

The presence of these Peer leaders and students from the same kindergarten class in the Peer Support groups is a significant factor in adjustment to school. Students with friends in the classroom in the first few weeks develop a more positive view of school according to Ladd. This promotes the continuation of existing friendships and the development of new friendships, a continuity of peers throughout their primary school years. People seek continuity when placed in a situation of significant change, therefore proximity to a friend is important for these young students.

Developing a sense of belonging, wellbeing and capacity to succeed in this new environment is paramount during transition. It is evident that the Peer Support program systematically supports new students by creating a positive culture within the school community. Some students use the word ‘family’ to describe their experience of being part of a Peer Support group. ‘I like it because on Friday we are a family.’ Social skills development is an important aspect and a range of strategies are used in the Peer Support program to develop these, including discussion, games, story telling, role playing, brainstorming and reflection. The activities are intended to increase students’ understandings of peer relations and to improve social skills. The Peer Support program utilises many traditional games as vehicles for learning, as often students have limited experience of games encouraging social interaction. The intention of these activities is to make the learning environment enjoyable for students and equip them with additional strategies they can use to be actively and positively involved with others.

Bernard summarises research on positive peer relationships in developing skills that are essential to formal schooling. Peer Support programs:

• provide another arena for support and opportunities modelling pro-social development;
• students directly learn attitudes, values and skills through peer modelling and reinforcement;
• peer interactions are frequent, intense and diverse and allow for experimentation;
• peers contribute significantly to one’s moral development;
• in peer groups, students learn to share, to help, to comfort and empathise with others;
• in peer groups, students learn impulse control, communication skills, creative and critical thinking and relationship skills;
• peer relationships are strongly correlated with liking school, attendance rates and academic performance; and
• peer relationships exert a powerful influence on a student’s development of identity and autonomy.

Consistent findings from research demonstrate students learn the social skills leading to peer group acceptance and resilience better in the context of their school and by connecting with others. Developing communities of teachers who work collaboratively is the best way to facilitate change. Equipping students with coping strategies assists them in moving through adversity, planning with hope for the future and striving to build a greater level of personal satisfaction and success at school.

For further information: www.peersupport.edu.au

References

Benard, B (1993). Fostering Resiliency in Kids: Protective factors in the family, Schools and Community, Western Centre for Drug-free Schools and Communities, Portland, Oregon.

Ladd, G W (1990). ‘Having Friends, Keeping Friends, Making Friends and Being Liked by Peers in the Classroom. Predictors of children’s early school adjustment’, Child Development, 61, pp. 1081–1100.

Pianta, R C & Walsh D J (1996). High Risk Children in Schools: Constructing sustaining relationships, Routledge, New York, NY.

Sharlene Chadwick is the training and development manager for the Peer Support Foundation, Sydney.

The author owns the copyright in this article. For information related to the reuse of this work in any form please contact the publisher denise.quinn@curriculum.edu.au