TCELT-INTR's 'Transitions Community Compass' series - May

We are excited to invite you to TCELT-INTR's 'Transitions Community Compass' series. Each session will involve a number of guests who will share how they have navigated their transitions journeys. This will take the form of a relaxed conversation which will provide insights into unique and dynamic transitions as well as strategies for navigating them.

Come and join the conversation on 25 May 2022, 17:00

For this conversation we will be hearing from Dr Marion Burns, Lynn Taylor, Kirsty Smith and Carole Campbell about the opportunities and challenges emerging from the changes made during the pandemic to transitions practices for children starting school. The panel members will use the lens of Multiple and Multi-dimensional Transitions Theory to discuss policy, practice and research in the context of early years. 

Dr Marion Burns is a retired HM Inspector, though after nearly twenty years with Education Scotland she is still working part time for Glasgow City Council as an ELC  Leadership Development officer. She is the non-executive chairperson of Early Years Scotland and co-author of Realising the Ambition: Being me. She will touch on some of the ideas presented in her blog https://learningspaces.dundee.ac.uk/esw-tcelt/2020/08/30/blog-23-children-starting-school-leaving-them-at-the-gate/

Lynn is a Senior Education Officer at Education Scotland in the Curriculum Innovation team and co-author and illustrator of Realising the Ambition: Being me. She is also an EdD student at the University of Strathclyde with an interest in ways children’s voice can impact policy and practices.

Kirsty Smith is an Early Years Senior Practitioner at Banff Nursery/ELC, she has worked with children in Early Years for over 20 years. Kirsty has recently completed her Bachelor of Arts Childhood Practice at University of Aberdeen.

Carole Campbell is the Principal Educational Psychologist at South Ayrshire Council. Carole is currently undertaking doctoral research at the University of Strathclyde investigating the improvement of effective tailored supports to promote the inclusion of children and young people with autistic spectrum disorder within education. This has included a strong focus on transitions.