As ECE professionals we know that building and maintaining strong, secure relationships is key to children’s brain development and sense of belonging. These are especially critical through times of transition. It is during these times of change that young children are particularly vulnerable.

Any of these changes can shake the foundations of the child’s trust and sense of security. This can result in children being unsettled, changes in sleep or eating behaviour, and sometimes regression to behaviours they had previously stopped e.g. wanting to hold a security item constantly.

SO, HOW CAN WE SUPPORT POSITIVE AND SMOOTH TRANSITIONS THAT ENSURE THE CHILD IS KEPT AT THE HEART OF THE PROCESS?

First of all, we need to remember that any transition is a process, not a single moment. The very term itself gives us a clue that these changes need to be gradual. In an early childhood setting where primary caregiving is hopefully also in place, the process of transition should be initiated and supported by the child’s primary caregiver or key teacher.

This means that the key teacher will take responsibility for planning, preparing and supporting the transition (of any type), and for discussing this with the wider relevant team members. Ideally, transition from one space to another within an early childhood setting should not be tied to a child’s age. Rather it is likely to be more positive for the child if the timing is based on the child’s interest and “readiness” for the change.

The primary caregiver and family are best placed to recognise when the child is ready. This includes noticing that the child is physically capable of being in the bigger space, is socially ready to interact with a wider group of children and teachers, and is emotionally ready for the change. 

The first part of any transition requires open dialogue with the child’s family. Remember that this process includes the most important people in the child’s life, who are also going through this transition. In an ideal world, we would discuss any impending transition with family, and make agreed plans for when and how this will happen. Before it happens!

In this situation however, it is important to remember the needs of the primary caregiver through the transition process. This teacher may not have worked in this new space or with this team previously, so there are considerations to be made for them as well. Induction into the new space may be required, to ensure this team member feels a sense of belonging, understands the routines and curriculum, and settles alongside the children.

It is really important that any transition process be child-led and that we are respectful and responsive to children’s communication throughout. This may mean that some days the child will be happy to spend long periods of time exploring their new environment, and other days they may not want to visit at all. If we are respectful and gentle in our approach with transitions, the child will eventually make the change and settle confidently into the new, wider relationships and a new environment. We should however always remain open to children returning to the infant toddler room for a visit or to reconnect with familiarity if this is what they need. And sometimes this is necessary for a few months.

When transitions are thoughtfully planned and authentically supported, the outcomes for children are positive as they settle, build new relationships and thrive in their new environment. A positive transition for the child, usually also means a positive transition for the family who will feel confident and trusting of the new people and routines in their child’s changing life. What can be more important and satisfying for educators?!