Aistear Blogs

Welcome to our final blog in this series in which we look at transitions in the updated Framework. Aligning with First 5, the Whole-of-Government Strategy to improve the lives of babies, young children and their families (2018), Aistear (2024) focuses on transitions to support babies, toddlers and young children’s holistic learning and development. The importance placed on understanding transitions can be seen from the addition of a new Principle on transitions. Here all transitions are considered important and are recognised as a process that takes time rather than a once-off event. An understanding of transitions is based on the respectful image of the baby, toddler and young child and the kindness and consideration for their perspectives during times of change and newness. This understanding is also evident throughout the Aims and Learning Goals of the Themes.

Transitions can include big changes such as being introduced to a new childminder, starting in an early childhood setting, moving rooms or starting primary or special school. However, transitions also include the everyday ones such as moving from one learning experience to another, moving from the indoors to outdoors, moving within and between the daily routines of nappy changing, rest and meal times and very importantly, moving from home to an out-of-home setting.

Transitions can be made easier for babies, toddlers and young children to navigate when they feel safe and have people around who care about and know them. This highlights the importance of the key person approach and the role the key person plays in helping each baby, toddler and young child feel safe and secure. It also reinforces the centrality of embracing a slow relational pedagogy to create the necessary time and space to support transitions. The sensitive management of all transitions is important as some babies, toddlers and young children may take longer than others to adjust to change. Transitions are part of life and therefore educators are mindful of creating a relaxed and calm flow through the daily routines to help babies, toddlers and young children develop the necessary skills to predict and cope with change.

Supporting transitions, big and small, involves everyone working together. Developing a shared understanding and responsibility between families, childminders, early years educators, settings and schools is essential. Communicating with the baby, toddler and young child and with each other, can make change more manageable for all. Keeping the best interests of the baby, toddler and young child should be at the centre of every decision made. Early years educators also know the value of working collaboratively, when appropriate, with other educational professionals. They can be vital sources of information in helping to guide the transition process.

One of the bigger transitions children experience is the move to primary or special school. In supporting children make the move from their early childhood setting to Junior Infants. Aistear and the Primary Curriculum Framework are aligned to support clear continuity of experiences and progression of learning for all children. This means children will continue to engage with play and playful learning experiences, indoors and outdoors, as teachers build upon children’s previous experiences in Aistear. Building relationships between early years educators and teachers can support both children and their families during this transition. This might involve the sharing of information about individual children’s learning and development to help teachers plan engaging and meaningful experiences that the children will enjoy as they make the move to primary or special school.  

Every transition, big and small, requires educators to use their knowledge and skills to make the transition as positive, enjoyable and effective as possible for babies, toddlers and young children. 

Read the previous blog in our series here.