For educators: Transitions
Key Points
Parents are your partners
Transitions are a process
Know your families and children
Each family is unique
In the UK, September marks the beginning of a new school year, which is an exciting time to meet new children and their families. These early interactions are crucial as they lay the foundations for the rest of the year. 'Positive relationships' is one of the overarching principles of the Early Years Foundation Stage (2024).
It's normal for some parents to feel anxious about leaving their child at nursery or school for the first time, especially when the new setting is different from what they were familiar with as a child. To help alleviate this anxiety, there are some things that educators can do.
A woman and child drawing together
“Partnership working between practitioners and with parents and/or carers. ”
It's essential to understand that this settling-in process takes time, as each child and family is unique. Ensure to plan plenty of time at the end of one academic year and the beginning of the next for this transition. Here's what the educator can do:
Ideally, you will have already visited the children in their home environments and offered some 'stay and play' opportunities for the parents/caregivers to explore the new setting with their children.
Over time, parents should stay with their child as they settle in. This should be approached gradually, with the parent leaving their child for initially small periods, which then extend as each day goes by. Remember, this process should not be rushed and should proceed at the speed of the child.
A woman with a child sitting on the floor playing in the home corner
Parents are your partners, so communication should go both ways. Keep an open door to parents at the beginning of the day and set aside extra time at the end of the day for meaningful conversations.
Send home notes and make phone calls to share 'wow' moments. If you are using an online platform, ensure you have offered new parents an induction on how to use the app and what to expect.
Some parents may need more reassurance than others, but generally, once the parent is confident that you know their child, trust will be built.
Once the child feels known, they will settle more quickly too.
These early conversations will also provide invaluable insight into the home lives of the children you are teaching, and make sure to share these insights with the team.
Initially, focus on the 'wow' moments for conversations, as it will make any potentially challenging conversations easier to manage later.
Host regular workshops focussed on supporting the child's development at school giving practical advice. Consider recording these events for working parents to access if they are unable to attend in person.
A child holding painting palette
Settling in is necessary whether the child is new to the setting or new to the class, even if the class is just next door to the previous year. Transitions also occur between the Early Years and Year 1 phases.
Consider transitions during the day as well, such as the transition between the class and lunchtime. Ensure the children are prepared for these moments, perhaps by giving a 5-minute warning or referring to a visual timetable.
Some children will manage these transitions better than others, so as you are getting to know the children, observe and reflect on those who may need one-to-one support in managing these changes in the day.
A man and a child sharing a story
Keep your parents informed of upcoming events.
Think about having a special week for children. This could offer a valuable moment to find out specific things from the child's home life as well as having a moment with the parent to discuss further questions they may have. Find out how to incorporate this into your weekly planning cycle in my bespoke workshop collection.
An adult and child hand on hand
Put in the extra effort now, to build those relationships and it will pay dividends later. Often, although, not always, attending to the anxious parent can help to settle the child.
So, enjoy and take advantage of this ‘getting to know you’ stage.
Reflection
How do you prepare children for their new setting?
How do you make time to get to know your families and children?
How do involve the ‘hard to reach’ families?
How do you include your families in the setting (beyond official meetings)?
How do include your parent’s knowledge of the child in your assessments?