Dive into the topic of Transitions in the Early Years, in collaboration with our expert podcast guests Julie Pearson and Richard Knight from the Early Years Alliance. Learnings, tips, resource recommendations and more, all included.
Here at TTS, we recently had the privilege of hosting 4 podcast episodes with Early Years Alliance experts Julie Pearson and Richard Knight (Series 5, Episodes 9 – 12), to talk all things transitions in the Early Years. They consider transitions through all lens’, children, families and educators and how these can be best supported by all.
In this blog, we’ll share highlights from the episodes, key things you can put into practice, and recommended resources to help you on your way.
The episodes are also CPD accredited. If you want to take your learning further, you can complete the equivalent of 1 hour of CPD training after listening. And it’s completely free too.
Episode Highlights
The topic of transitions is something that has a significant impact on early years settings, educators, children and their families. The repeated themes of emotional regulation and ensuring a culture of open dialogue are discussed throughout. There is an emphasis on how the tools children are given to manage transitions in their early years will lay the foundations for how they deal with them in later life.
The Nature of Transitions
Transitions are a process and not a one-off event. Children experience multiple transitions daily in all aspects of their life. These transitions are split into two types: horizontal transitions and vertical transitions. Horizontal transitions are those small transitions that occur many times a day, such as going for lunch or stopping playing to take part in a group activity. Vertical transitions, on the other hand, are the larger transitions that come to mind when you first hear the word, such as the birth of a sibling, moving house, or starting school.
Role of Educators
It is considered during the podcast how play should belong to the child and therefore isn’t for adults to hijack. They acknowledge that it takes a skilled educator to strike this balance. This balance can be impacted by several factors, including the number of breaks in the routine children experience each day in settings, which are often a result of external perceptions of what is traditionally considered best practice.
Observing and Supporting Children
Richard and Julie believe that when children are given the opportunity to play more, it provides educators with more opportunities to observe their behaviour and notice changes that might be triggered by their experiences of horizontal or vertical transitions. It is important we also reflect on the impact of these transitions on children’s wellbeing and remember how they are influenced by their current wider life circumstances, including those at home. Children, like their families and educators, will have good days and bad days where situations outside the setting environment can filter into their behaviour. Educators must be equipped to support children through these challenges.
Communication and Relationships
Alistair, Richard, and Julie also explore pre-school specific transitions and the value of open dialogue with families to make the unfamiliar more familiar, as transitions can impact families too, not just the children.
Open and regular communication is one way of building the relationship required to create the triangle of trust needed to best support emotional regulation. Additionally, there is time dedicated to considering how some transitions involve sensitive and challenging topics, such as separation or bereavement. The podcast acknowledges that while not all situations can be planned for, it is possible that some children may encounter similar transitional experiences during their time in settings. Therefore, it might be possible to develop a strategy that can be adapted to each child’s individual circumstances. This is where the triangle of trust plays a significant role; if it is not strong, families are unlikely to feel comfortable asking for support and guidance from educators.
Supporting Educators
The final area they reflect on is ensuring educators are supported, especially when they are working closely with families to navigate transitional times in a child’s life. It is important to recognise that this can be emotionally draining for educators, and their wellbeing should be considered and supported. Leaders and managers should ensure there is an ongoing support process available throughout this time so that everyone is supported in managing these situations effectively.
Key Things to put into Practice
Daily routine
Children are expected to navigate multiple different transitions on a daily basis – including when they are in your setting. These transitions, often referred to as horizontal transitions can lead to emotional dysregulation and children losing their focus which will negative impact that powerful and rich in the moment learning that they might be engaged in at the time. Therefore, the question Richard, Julie and Alistair pose is whether having a rigid routine is appropriate for the children or whether there is the scope for more flexibility in your day. Asking key critical questions should as whether what is due next in the routine has to happen or could this be adapted to enable the children to remain engaged in their learning a while longer?
The time of day that comes under particular scrutiny is ‘tidy-up’ time or the ‘end of session gathering’ – whether this is for a story or circle time type activity or something else. They describe how these transitions are often lumpy rather than smooth and can actually be designed to focus on the needs of the adult rather than that of the children. For example, the desire to have a room where everything is tidied away and freshly setup for example, which may remove the child from their powerful learning experience/teachable moment in which they are currently engaged could be one of the aforementioned stereotypes of best practice. Could children instead be given the option of if they want to carry on playing and listen from a distance for example or simply not listen at all?
Open dialogue with families
As is often the case when working to provide the best possible support for children and their families, open, regular communication is vital. Many of the transitions children will experience are likely to involve their families in some way, particularly the vertical transitions such as moving setting/starting school or having a new sibling join their family etc. This emphasises the critical importance of the triangle of trust that is referred too throughout the series. The strength of this relationship will have a significant impact on whether children are provided with the tools they need to best manage their emotions around transitions now and well into the future.
Strategies that could be used to support families include: many things being used in setting can be used at home like books, technology, information videos as well as modelling the language used to support dysregulation in your setting if the child displays such behaviour in front of you when their families are present too.
Resources We’d Recommend
Our in-house expert, Adam Marycz, suggests related resources to help you in your own Early Years setting. All available on the TTS website.
One of the transitional challenges children can face is their ability to understand and name their emotions. These facial expression stones can be used as a tool to support this. The child can see example of the emotion and unique facial expression associated with this emotion displayed on the stone. They would be a perfect addition to a setting who are looking to support this and could be added to their continuous provision or used during an adult-initiated/led activity.
Encouraging play in diverse settings, these pebbles can be integrated into a multitude of activities, including messy play and outdoor learning, helping children explore their emotions in a safe, playful context.
They are ideal for use both indoors and outdoors, aligning with educational goals to enhance personal, social, and emotional development.
Building on children’s need to develop the ability to recognise facial expressions and thus label emotions on others they also need to be able to do so themselves, especially if they are going to be able to effectively communicate how they are feeling to those around them. Children could explore these mirrors independently and use them to experiment how unique emotions may make them look as well as feel.
These mirrors are key tools for children to explore their expressions and feelings, enhancing emotional and communication skills. They encourage self-awareness and help articulate emotions through facial observations.
Ideal for everyday classroom use, these mirrors support activities like storytelling and phonics, allowing observation of mouth movements and expressions. This practical application aids in linking expressions with spoken language, improving communication skills. Constructed from sturdy acrylic and quality wood, the mirrors are safe for daily handling by children. They support key EYFS curriculum aspects, proving vital for developmental skills in early education.
During the podcast Richard, Julie and Alistair discuss how visual timetables can and are used to support children with those horizontal transitions which they experience dozens of times each day. This made me reflect on children who may benefit from a visual timetable but will still also require additional support in attaching the appropriate vocabulary to these aspects of their routine or who may require a more consistent reminder of their now and next steps in their day while adults are engaged in different tasks.
The recordable talking panel could support this. It can serve the dual purpose of being able too display the visuals the children need as well as key words/phrases which can be attached to the different parts of the day.
The Recordable Talking Panel is a multi-use auditory and visual aid, perfect for creating personalised timetables, menus, a favourites board and much more. Ideal for easing transitions, suitable for toilet training changes. Holds six visuals, each with a 10-second recorded message. Designed to enhance structure and routine, this panel raises independence and reduces frustration and anxiety, bolstering confidence among children. It can serve as both a story sequencer and a memory board. Capable of both portrait and landscape orientation for versatile wall mounting or desk placement, it keeps upcoming activities visible. Children can benefit from being able to communicate through recorded messages, playing a crucial role in expressing their needs and preferences. As a visual timetable, it’s great for organising the day. This panel also acts as a tool for literacy and memory development, aiding children in effectively sequencing events or retaining information. Personal photos or favourite items can be used to offer comfort and a sense of security.
Get your CPD Certificate
The topic of Transitions in the Early Years is a critical one for practitioners to understand. That’s why our episodes are CPD accredited. Simply watch or listen to the 4 episodes, and complete your free CPD assessment.
