A case study of the FAST programme as a strategy to ease transition into primary school

This presentation aims to discuss how ‘Families and Schools Together’ programme helps to develop emotional intelligence to ease transition into primary school for young children and families from disadvantaged backgrounds. Research by Shonkoff et al (2011) examines the links between the impact of toxic stress in early years and later learning development and mental wellbeing. Save the Children (2013) claims that the achievement gap between rich and poor children at age 16 can be determined at age seven suggesting early years strategies need to be in place to alleviate social and economic disadvantage and Centre for Research Early Childhood (2013) reported on the impact of such early years initiatives. Theoretical framework relies on Bowlby research on attachment (1951), Goleman’s on emotional intelligence (1995) and Bronfenbrenner’s ecological systems theory (1994). This small scale study evaluates data collected from FAST reports from a range of programmes to date. Other sources of data consist of a focus interview with a group of parents and a FAST coordinator to gain their view of the benefits for children, families and schools. All participants were informed of the purpose of the research and ethical procedures to ensure confidentiality were in place (BERA 2011). While reports show strengthened relations between school and families, the FAST co-ordinator and parents confirmed more confident transition to primary school and enhanced relations with the school. This study suggests the FAST programme benefits children as they transition to primary school therefore it should be implemented in disadvantaged communities

Symposium Set D/ 19: Supporting Emotionally Intelligent Early Years Practice In England And Hong Kong