Ensuring Quality Transitions From Early Years' Establishments Into Primary Schools: Putting Research Into Practice.

Taryn Moir,Jayne Johnson

doi:10.3389/fpsyg.2021.499917

Abstract

Preschool to primary school transitions can be a time of anxiety for pupils, parents, and practitioners. The purpose of this study was to investigate what should be in place to support transitions and develop a shared understanding of what constitutes a nurturing transition for children. It is hoped that sharing this across service providers will increase consistency of practice. The design took a flexible qualitative approach to ensure the co-creation of shared meaning. Following an initial exploratory activity using a Person Centered Planning (PCP) approach, four qualitative activities were identified. Early years’ staff, primary teachers, parents, and pupils were recruited as participants from within a Scottish local authority to take part in these collaborative activities with qualitative and quantitative components, which enabled the co-construction of a transition timeline that articulates the core activities needed for optimal early years’ centers (EYC) to primary transitions. This timeline outlines various preparatory activities that can be taken for all pupils and also those with identified additional support needs (ASNs). In addition, examples of excellence were identified. While this document illustrates examples of good practice, it is not meant to replace other existing positive transition work; rather it is a guide that can enhance existing procedures within any given context.

Highlights

Transitions and changes to the day of a child can be anxiety provoking and overwhelming (Geddes, 2006, p56) as individuals can struggle with taking on the new identities these changes require (Beach, 1999)
Hundred percent said that the transition was very good or excellent
Not having the half day initially as this was regarded as an additional transition into full-time school

Summary

Introduction

Transitions and changes to the day of a child can be anxiety provoking and overwhelming (Geddes, 2006, p56) as individuals can struggle with taking on the new identities these changes require (Beach, 1999). If practitioners are not aware of these anxieties, they are likely to increase (Parent et al, 2018). Supporting transitions is described as one of the six nurture principles, which underpin relationship-based practice (March and Moir, 2018). These practices acknowledge that properly implemented, universal, mental wellbeing interventions improve academic achievement by 11% (Durlak et al, 2011). Practitioners within the early years’ centers (EYC), the receiving primary school, and the broader multiagency team, such as educational psychologists, have a responsibility to ensure smooth

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Conclusion