Everyday transitions in early years: types and practical tips
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We experience transitions throughout our lives, some bigger, some smaller and some that we don’t even realise! For children in their early years, transitions can be a complex thing because some transitions involve intangible aspects, like emotions.
There are a variety of transitions we experience on a daily basis, so many that the list goes on and on… let’s take a closer look at how common, everyday transitions differ, so we can appropriately support children’s experiences throughout their early education and care.
Physical locations
One of the most prominent transitions within early education and care is all about school readiness – the transition between early education and care and formal schooling. However, other transitions can be seen throughout a child’s time in the provision, such as moving rooms or spending more time with new staff.
From morning handover to garden time, and even getting to and from the snack table, children experience a variety of physical changes in the setting every day that should not be underestimated for their impact on sense of self and belonging within the setting.
Transitions in play
Research exploring the conflicts involved in transitions found that one type of transition to be of significant notice is that of ‘encompassing transitions’ (Beach, 1999). These transitions are seen commonly through play where children decide to change the course of their play and therefore adapt to the new activity that has emerged. For example, children who are playing in the kitchen roleplay may decide that the food they have been making will be sold to customers, and therefore a transition takes place that requires the children to adapt to a new setting for play – a café – that encompasses new roles and actions with it.
Emotional transitions
Children experience a plethora of different emotions every day. Whether by an external stimulus or an internal change, emotional fluctuations can become significant transitions for children to identify and manage by themselves.
Self-regulation strategies play a key part in the management of these dynamic transitions to recognise the kaleidoscope of feelings that children experience on a daily – hourly even – basis and to support them with navigating these swift changes.
Daily routine
A child’s typical day at nursery is packed with fun activities, engaging play, and a variety of care-based tasks, like eating and toileting. Each activity brings with it a series of cognitive processes for managing the transitions throughout the day.
Having an established routine with clear ways to explain, in advance, what was expected next. For example, visual timetables and routine-based songs can be used to support all children with understanding routine and encourage smooth transitions they feel part of, and autonomous in.
All transitions are significant and, for children in their early years, small transitions can be just as consequential as big ones. As early education and care professionals, understanding the potential impact of daily transitions can help us empathise with changes in behaviours and support further changes throughout the day.
