Page 3 - LESSION 19.pmd

Smooth Transition

during transition. This is especially true in new or difficult situations when children
need the reassurance and comfort of caregivers. During transitions from home
to school or from one early education setting to another, children separate from Notes
their families or familiar caregivers and need to develop secure relationships
with new, unfamiliar adults. They also need to develop relationships with other
children in the new environment. Children manage transition best when adults
provide support.

19.1.1 Factors Impacting Transition

Individual differences also play a role in children’s reactions to transition. While
some children easily adjust to the new environment, others may need more time
to adapt to the new environment.

Each child’s temperament is different and the intensity of their emotional reactions
to different situations varies. This may seriously impact their adjustment during
transition. Many children have a difficult time adapting to new situations and
people in everyday life. These children may find transitioning to a new learning
environment challenging. The strategies used by them to manage emotions may
also vary depending on their cultural background. Hence, children’s ability to
transition successfully to school depends upon:

1. their own personal characteristics (e.g. temperament, personality)

2. parent's characteristics (e.g. awareness, education, attitudes to school)
3. community characteristics (e.g. accessibility and quality of local services).

The transition to school is also likely to be more challenging for children from
financially disadvantaged families, indigenous families, families with children
who have a disability, and culturally and linguistically diverse families. Children
from these backgrounds are also less likely to attend an early childhood education
and care service before they start school. For children, successful transitions
into and from the early learning environment can be facilitated by a range of
approaches such as assisting children to understand the routines and practices of
the settings they are transitioning into.
During both the transition to early learning environments and to school, a
partnership between parents and educators/institutions can help parents manage
this period of change.

The following factors are important to successful transition:

• building on children’s prior and current practices
• ensuring children have an active role in preparing for transitions, in partnership
with families

EARLY CHILDHOOD CARE AND EDUCATION 165