Supporting Transitions in Early Years

Supporting Transitions in Early Years                                                                                                                                

Transitions are a natural part of every baby, toddler and young child’s day, from small shifts in routine to major changes like starting primary school. As early years educators, you play a vital role in ensuring that each transition, whether for a baby or a school-ready child, is positive, respectful, and child-centred.

Why do transitions matter?

Transitions shape babies, toddlers and young childrens’ experience of the world. The 2024 update to Aistear continues to emphasise the importance of supporting transitions through meaningful relationships and responsive environments. Síolta Standard 6 highlights transitions as a core pillar of quality practice.

The Aistear Síolta Practice Guide supports educators in creating thoughtful transitions across all stages of early learning through helpful tipsheets, self-evaluation tools and examples and ideas for practice.

 

What do transitions look like in your service?

Aistear, 2024.

 

Transitions for Babies – Gentle Care, Predictable Routines  

  • Arrival and settling in with key educators
  • Nappy changing and feeding times
  • Moving from cot to floor play
  • Transitioning from one carer to another during lunch/shift change
  • Moving from baby room to toddler room
  • Adjusting to changes in routine or environment

Everyday Transitions in Toddler & Preschool Rooms – Slow, Calm and  Clear Communication

  • Changing from free play to tidy-up time
  • Moving from indoors to outdoors
  • Transitioning to and from mealtime or nap time
  • Starting in a new room or setting
                                                                                                                                                                     Aistear, 2024

How can I support smooth transitions?

Aistear refers to Slow Relational Pedagogy, which is about slowing down and focusing on relationships first, as opposed to rushing from one activity to the next. It means taking the time to really connect with each baby toddler and young child, noticing and nurturing them and being fully present in the moment

It’s not about doing less, it’s about doing things with more intention, care, and connection.

 

This slow relational pedagogy is made possible through the use of a Key Person Approach. The key person supports the baby, toddler or young child through transitions into, within and from the service through meaningful, respectful interactions and relationships.

 

Kilkenny County Childcare Committee are available to all educators, managers and providers in Kilkenny to discuss and support quality transitions within your service. We deliver Síolta Awareness Raising workshops on the Quality standards as well as facilitating a quarterly Community of Professional Practice where educators come together to discuss the principles of early learning and development and practical examples of how they can guide their practice.

 

For more information on training and networking, please contact Kilkenny County Childcare Committee on 056 7752865.

 

Robyn O Keeffe- Development Officer

Resources/Links