parents as partners, early years transition

Transitions in the Early Years Foundation Stage (EYFS)

Early Years Update looks at ways of making transitions an enjoyable and exciting experience for children and parents

By the time they reach school age many children will already have experienced several transition periods, particularly if they have attended a full daycare setting, including:

the transition from home to the setting
the transition between room bases
the transition from a childcare provider to school
and possibly the transition from one provider to another during the working week.

Early years settings which are most successful in handling transitions are those which make planning for transition a priority. There is no doubt that transition periods are times which can be stressful for children, parents and practitioners alike. By considering the following factors it should be possible to make the move from one situation to another a positive experience for all concerned, full of excitement and anticipation rather than uncertainty and anxiety.

Consultation
A key to the success of times of transition is effective consultation with all the stakeholders, especially parents and carers. Periods of change, especially for the families of the very youngest children, can be made less daunting if parents’ views are respected and they feel that they have some say over what happens in new situations.

Fundamental to consultation with parents is the recognition that they are their children’s prime carers and first educators. In the most effective settings practitioners understand the importance of parents being involved in their children’s learning and clearly welcome parents’ views, knowledge and opinions about their children. Parents feel valued and secure in the knowledge that their individual child’s needs are being catered for.

Equally importantly, successful transitions from one room base to another, or from one setting to another, are dependant on practitioners consulting one another and respecting, and building on, the information provided by their colleagues.

Consulting children on what makes transitions easier, and more enjoyable, for them will help to determine the setting’s policy on transitions. Providing time for staff to observe children in their previous room or setting will give the ‘receiving’ practitioners the opportunity to note children’s individual interests and areas in which they may need support.

Communication
One of the major barriers to parental involvement in early years settings identified in the Parents as Partners in Early Learning (PPEL) report (see page 10) was ineffective communication.

Smooth transitions are dependant on settings providing as much information as possible on policies, organisation, routines, personnel and pedagogy.

While there will be information which each setting feels it wishes to impart to parents, it is useful to carry out an informal survey to find out what it is that parents actually want to know, particularly about transitions. Information can then be presented in a way that is useful to parents and practitioners alike. It is essential that information is easily understood, jargon free and produced in a range of languages as appropriate. Opportunities should be provided for parents to meet with staff if there is anything they do not understand or which they may not agree with.

Settings which prioritise giving staff time to talk to parents each day will be able to minimise concerns about change. Some parents prefer to speak directly to staff at the beginning or end of the day; others may prefer written information which they can take home to read. The sorts of information provided for parents will vary with the age of the child. The parents of the very youngest children will be concerned about feeding and sleep arrangements whereas those with older children may want to know more about their social behaviour, friendships and learning and development. All parents will appreciate a photograph which shows their child comfortable and happy in their new surroundings; adding a transcript of a conversation or an anecdote will also help to reassure parents that their child has settled in well.

Continuity
Continuity for children and their families is crucial in making successful transitions. Settings which invest time in planning for continuity will benefit from having secure, happy children and relaxed and interested parents. Staff will feel confident that they are able to cope with the social, emotional and educational needs of the children in their care.

Well established routines will provide the framework for continuity in any setting. An element of predictability in daily routines provides security for children and gives them a feeling of self-confidence in knowing what will happen next.

Consistency in staff attitudes is essential if children, and parents, are not to be confused about what is expected or acceptable. This is particularly important in terms of acceptable behaviour, how it will be encouraged and how unacceptable behaviour will be addressed. Settings may find that their acceptable standards of behaviour are not entirely consistent with those of individual families. Practitioners will need to know exactly how to deal with any difficult situations with when they occur.

Settling in procedures should be flexible, allowing the time which is necessary for individual children and their parents to be comfortable with the change in their lives. For many children reminders of home are crucially important and settings should include opportunities for children to talk about their family members during the day, perhaps by introducing Family Books.

The role of the key person
From September 2008 the EYFS will require the introduction of the key person system. This will ensure that parents are able to talk to a specific member of staff to ensure that their child is being cared for appropriately. This is particularly important at times of transition within each setting, between different settings which a child attends in any one week and during the transition between an early years setting and school.

Parents as Partners in Early Learning (PPEL)

This article first appeared in Early Years Update - Nov 2007

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