Changing Rooms
Without Starting Again
Carry what matters into the next room.
Help your team explain what supports participation, adapt familiar approaches for a different room and resolve the questions that a brief handover note can leave behind.
90 minutes · Online · Self-paced · Interactive modules
See what your team will learnCompare individual & team options →Colleagues can work through the learning at their own pace, then use the exercise together.
What still needs checking.
The next team needs
more than a note.
“Loves cars. Uses picture cards.” That tells a receiving educator what is there. It does not explain why it helps, what the family wants them to know or what needs to change in a different room. Practise turning that information into a clear, shared approach.
Carry forward
what matters
Explain the purpose of an existing approach.
- Describe useful practice without labelling the child.
- Include the child’s preferences and family priorities.
- Separate observations from assumptions.
- Share relevant information through approved processes.
Adapt for
the receiving room
Keep the purpose visible when the setting changes.
- Identify what is familiar and useful.
- Notice differences in the next room.
- Check rather than assume what should change.
- Explain the proposed adaptation to colleagues.
Close the
handover loop
Give unanswered questions a clear next step.
- Name an owner for an unresolved question.
- Confirm decisions with the relevant people.
- Use the service’s existing handover process.
- Review what the receiving team had to rediscover.
“The shelf is
not the support.”
Sam is moving from the Koala room to the Wattle room. Familiar pictures help Sam communicate a choice, but the new room’s shelf is behind the arrival queue.
- Explain the purpose of the familiar pictures.
- Notice what is different in the receiving room.
- Clarify what Sam and the family recognise.
- Agree the location and record the decision.
“We can retain a visible choice. We need to agree where to offer it here. Is it the exact old picture card that is familiar, or simply having a visible choice?”
Fictional example only. Adapt through the service’s agreed process. No child outcome is assumed.One educator.
Or a shared
team approach.
Choose an individual licence for one educator, or the team option for colleagues working through the same practical learning.
One educator
One individual licence.
A shared approach
Up to 20 adult team members.
A few useful details.
Educators, room leaders and educational leaders planning moves between rooms within an Australian birth-to-five early learning service.
The 90-minute online course is self-paced, with interactive modules, fictional scenarios and a handover exercise. Colleagues can complete the learning at their own pace and use the exercise to discuss a consistent approach.
No. It focuses on planned room moves within the same service, not general school readiness or deciding readiness from age.
The exercise is designed to strengthen your existing process, rather than automatically add another permanent form.
No. This is general professional learning, not accredited training. Follow service procedures and work within your role, using appropriate specialist support when needed.