The transition to school is a very big step in a child’s life, and in that of their family.
It is the moment when they move away from the sphere of the family and take their first step into the wider world with a new identity as a school child.
Research confirms that a successful and positive transition into school where the child settles into the new environment quickly, makes friends, feels confident and is ready to learn has long-term social, emotional and academic impacts.
Changes children negotiate as they enter school include new rules and routines, greater independence in self-care skills such as putting on coats and toileting, making new relationships (with peers and adults), a more formal and more structured environment than they may have experienced in a pre-school setting or at home, and practical changes in travelling to school, getting organised for the day, or getting used to the whole day in the new environment.
Formal education
The UK is unusual in Europe in having a curriculum for the early years (the EYFS) which continues through the Reception year when children are starting school. So although the setting and staff may be new to the child, much of the curriculum, classroom equipment and pedagogy may be familiar.
The transition to a new curriculum and, usually, a more formal teaching environment comes with the move into Year 1. The success of the transition experience is not solely down to the child’s adaptability and readiness for school. It also depends on the adaptability and flexibility of the adults involved at home and at school.
Parents may feel less involved and less central to their child’s life and learning than previously. Family language and culture as well as parental experiences of school colour the relationship.
Research has found that around ten per cent of children have a negative transition experience, and this is more likely to be the case for children with SEN, EAL, refugee and marginalised groups, and children who have experienced trauma or abuse. My research suggests that parents and teachers do not necessarily agree on what is important to a successful transition.
Parents tend to see academic factors such as making progress and content knowledge as important, whereas teachers rate developing social skills, adapting to school, making friends and knowing school rules and routines more highly.
Advice on ensuring a smooth transition suggests that successful programmes begin in the school year before the child enters school with strong links established with pre-school settings, open days and visits to see the new classroom and meet staff and children, information sessions and establishing good relationships and communication channels for sharing information between parents or carers, school and pre-school.
Transition strategies for children
It is also valuable for children to be introduced to their named key worker well before they start in school and develop an attachment to them, as well as becoming familiar with the setting and its rules and routines. Most children look forward to starting school and expect change, but some continuity with home in the new setting, such as bringing a toy as a transitional object, can be emotionally supportive.
Making the transition to school with friends and being grouped with them in class also contributes to wellbeing. Once children enter school, useful strategies include some continuity between pre-school and school curriculum and pedagogy: in England, the same curriculum and approach to teaching and learning is statutory in pre-schools and the Reception class so much is likely to be familiar. Shorter days or a flexible start are recommended initially, as well as good communication, listening to children and encouraging their independence.
Dr Susan Atkinson, CPsychol, Senior Lecturer, Primary Education 3-11, Leeds Beckett University.
