{"id":44,"date":"2026-01-12T15:09:43","date_gmt":"2026-01-12T15:09:43","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/?page_id=44"},"modified":"2026-09-14T12:03:46","modified_gmt":"2026-09-14T11:03:46","slug":"elc-page-2","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/?page_id=44","title":{"rendered":"The Transitions Process"},"content":{"rendered":"\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/wp-admin\/edit.php?post_type=page\"><\/a><\/p>\n\n\n\n<h1 class=\"wp-block-heading\">The Transitions Process<\/h1>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:66.66%\">\n<p>Transitions should be viewed as a process, rather than an event, and planned carefully with the following principles to ensure that children, and their families, have positive and engaging transition experiences, tailored to their individual needs which:<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33.33%\"><div class=\"wp-block-image\">\n<figure class=\"aligncenter size-medium is-resized\"><img decoding=\"async\" width=\"300\" height=\"300\" src=\"https:\/\/blogs.glowscotland.org.uk\/dg\/public\/transitionpathways\/uploads\/sites\/9014\/2026\/02\/16122401\/image_placeholder-300x300.png\" alt=\"\" class=\"wp-image-181\" style=\"object-fit:cover;width:200px;height:200px\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/dg\/public\/transitionpathways\/uploads\/sites\/9014\/2026\/02\/16122401\/image_placeholder-300x300.png 300w, https:\/\/blogs.glowscotland.org.uk\/dg\/public\/transitionpathways\/uploads\/sites\/9014\/2026\/02\/16122401\/image_placeholder-150x150.png 150w, https:\/\/blogs.glowscotland.org.uk\/dg\/public\/transitionpathways\/uploads\/sites\/9014\/2026\/02\/16122401\/image_placeholder-250x250.png 250w, https:\/\/blogs.glowscotland.org.uk\/dg\/public\/transitionpathways\/uploads\/sites\/9014\/2026\/02\/16122401\/image_placeholder.png 400w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/figure>\n<\/div><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<ul class=\"wp-block-list\">\n<li>Provide a seamless transition, building on children\u2019s prior knowledge, skills, and experiences to ensure a smooth, planned progression from one stage of learning to another.<\/li>\n\n\n\n<li>Recognises that parents and carers have a significant role to play in preparing and supporting children at times of transition and it is essential to actively involve them as fully as possible, considering them as partners in the transition process and valuing their input.<\/li>\n\n\n\n<li>Emphasises the right of children to be actively involved in the transition process, valuing their opinions, and giving them the opportunity to express their views and preferences. Article 12 of the UNCRC States:<\/li>\n<\/ul>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:95%\">\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>\u201cParties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child.\u201d<\/p>\n<\/blockquote>\n<\/div>\n<\/div>\n\n\n\n<div style=\"height:15px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Emphasises that the best interests of the child should be a primary consideration in all actions and decisions concerning children. This should guide the planning and implementation of all aspects of the transition process, considering their unique needs, abilities, and developmental stage.<\/li>\n<\/ul>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<ul class=\"wp-block-list\">\n<li>Prohibits discrimination against children on any grounds, such as gender, race, ethnicity, or socio-economic status. Transitions should be inclusive and accessible to all children, regardless of their background or circumstances, and efforts should be made to ensure all children are treated equitably and have access to a smooth and inclusive transition process.<\/li>\n\n\n\n<li>Pays special attention to children with additional needs or those who may be facing challenging life transitions to ensure dignity, promote self-reliance, and facilitate their active participation in the community. Transitions should be inclusive and accommodating for children with disabilities, providing necessary support and reasonable accommodations to ensure their equal participation and access to educational opportunities.<\/li>\n\n\n\n<li>Embraces the Right to Play for all children. By continuing Play Pedagogy provision across the early years transition process, practitioners can create a seamless child-centred learning environment. This approach acknowledges play as a natural learning style for children, and is a powerful tool for their overall development, laying a strong foundation for future skills for life, learning and work.<\/li>\n\n\n\n<li>Ensures adults are skilled, knowledgeable, interested, and responsive, to help young children develop a sense of trust and security. Adults should be mindful that younger children should not be expected to immediately manage the transition to a larger group, an older age group of children, or to a new setting without careful planning and preparation.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n\n\n\n<p>\u2018There is evidence that children \u2018dip\u2019 at transitions, in both cognitive and social-emotional areas, that they face a range of changes \u2013 in environment, in relationships, in identity, in learning expectations, in curriculum and in the pattern of their days.\u2019 (Dunlop and Fabian 2007)<\/p>\n\n\n\n<p>Through implementing these principles, and considering the following examples of ideas and strategies, children and their families can experience smoother transitions, fostering their confidence, social integration, and overall well-being.<\/p>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full is-resized\"><img decoding=\"async\" width=\"750\" height=\"450\" src=\"https:\/\/blogs.glowscotland.org.uk\/dg\/public\/transitionpathways\/uploads\/sites\/9014\/2026\/02\/16121521\/vertical_horizontal_transitions.png\" alt=\"\" class=\"wp-image-173\" style=\"width:521px;height:auto\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/dg\/public\/transitionpathways\/uploads\/sites\/9014\/2026\/02\/16121521\/vertical_horizontal_transitions.png 750w, https:\/\/blogs.glowscotland.org.uk\/dg\/public\/transitionpathways\/uploads\/sites\/9014\/2026\/02\/16121521\/vertical_horizontal_transitions-300x180.png 300w\" sizes=\"(max-width: 750px) 100vw, 750px\" \/><\/figure>\n<\/div>","protected":false},"excerpt":{"rendered":"<p>The Transitions Process Transitions should be viewed as a process, rather than an event, and planned carefully with the following principles to ensure that children, and their families, have positive and engaging transition experiences, tailored to their individual needs which: \u201cParties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the<\/p>\n<p><a class=\"more-link\" href=\"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/?page_id=44\">Read More<\/a><\/p>\n","protected":false},"author":19366,"featured_media":0,"parent":99,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-44","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=\/wp\/v2\/pages\/44","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=\/wp\/v2\/users\/19366"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=44"}],"version-history":[{"count":16,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=\/wp\/v2\/pages\/44\/revisions"}],"predecessor-version":[{"id":559,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=\/wp\/v2\/pages\/44\/revisions\/559"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=\/wp\/v2\/pages\/99"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/dg\/transitionpathways\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=44"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}