Individual plans for children in transition to pre-school: a case study in one Finnish day-care centre

Abstract

This paper outlines a case study on teachers’ and parents’ perspectives on children's individual plans in transition from early childhood education to pre-school in Finland. The study was based on the importance of continuity as a part of positive educational transition experiences. The national curricula, educators’ interpretations and parents’ perspectives were investigated in one day-care centre. Individual planning is mandatory in early childhood, but there is little information about using the plans in transition to pre-school. At the local level, individual planning occurred in discussions with parents and various planning forms. Familiarity and good relationships between the educators and the parents were important. The educators and the parents had different perceptions of the usefulness and use of individual planning. On the basis of this study, individual planning can be recommended as an appropriate tool to strengthen continuity in transition, but more discussion between parents and educators is needed to build a shared understanding about it.