Seamless transition from early learning to primary school helps children adjust socially, emotionally, and academically to their new surroundings. Well-managed transitions ease anxiety and lay the foundation for future success.
In Scotland, the Early Years Framework (2008) emphasises the importance of transitions, particularly between nursery and primary school.
In Fife, Early Years Guidance on transition can be found here, with a thought-provoking opening quote;
“Common as such experiences (transitions) may be, we cannot assume that they are plain sailing. For some children the winds of change blow fair, for others the passage can be stormy, for others still they drift into the new, and for some they set off on a huge adventure, as explorers in search of something new” (Informing Transitions in the early years, Maidenhead Open University Press)
This highlights the importance of individualised, well-planned transition processes for our youngest learners.
What do we mean by transition?
“Transition is considered to be an adjustment over time to new contexts outside the family, where babies and children experience changes to their social environment, to their routines, to what is expected of them and to the relationships they have with others in new situations.”
(Realising the Ambition, Education Scotland, 2020, p. 89)
Transitions can be described as:
Vertical – between any Early Learning and Childcare setting, moving on to school (for example, nursery to P1), or between further stages within the school journey.
Horizontal – being cared for by multiple people (keyworkers, parents, grandparents) or in different locations throughout the day, or different environments in the setting (areas within the class, new activities, break/lunch etc.) Children experiencing split placements also experience horizontal transitions.
It is important to remember that a child’s response to new experiences is influenced by various factors which shape their development, and therefore impact their individual ability to cope with transitions:
- Each child has unique life experiences and personal traits that affect their response to change.
- Family background plays a crucial role; a supportive environment fosters resilience.
- Living environment and social interactions also contribute, as do the influences of significant adults like family members and teachers
Consider vulnerable learners
Practitioners should acknowledge that life changes can disrupt positive transitions, particularly for vulnerable populations. Adverse Childhood Experiences (ACEs), such as bereavement or other family issues, negatively impact emotional well-being and hinder learning. Illness and poverty further limit access to resources.
A holistic approach is essential to address these challenges, providing tailored interventions and fostering resilience to support positive transitions and well-being.
You can find more information to help you understand and support vulnerable learners at the Fife Relationships Blog.
