Page 8 - PSPS: A Training guide

1.2 Key Aspects of Transitions

The research conducted through this Erasmus+ project has identified a number of key
aspects of transitions for children, and set out the most important as Units in this
guide. These are:
Unit 1: Keeping the child at the centre of the transition

Unit 2: Understanding families (i.e. diversity, family dynamics, respect, mutual
understanding etc.)

Unit 3: Disabilities – grouped in the 4 major groups

Unit 4: Language

Unit 5: Supporting social – emotional development

Unit 6: Supporting physical development

Unit 7: Migrant children & cultural diversity

Unit 8: Communication

Unit 9: Environments

Unit 10: Bibliography, resources & useful links

1.3 Transition Stakeholders

The key stakeholders involved in the child’s transition from preschool to primary school
are firstly the child themselves, their immediate family and/or carers, the school, and,
in most cases, the preschool practitioner. These people play a key role in supporting
this child as (s)he moves into this new phase of their childhood. They each have or will
have a relationship with the child, they will be aware of the child’s level of social and
emotional development, where there is a vulnerability such as being disabled in some
way, or where disadvantage has led to challenges for that child and family.

Every child needs these adults to understand them, their disposition, their strengths,
their abilities, their capacity for change, and any vulnerabilities they may have. Children
vary in their social and emotional development and their capacity to manage change,
such as this transition to school. Their age can make a difference as well, for example
children aged between four and five will be at a different stage of social and emotional
development compared to those beginning school at around six years old. The
transition process may begin long before the move to school and end only when the
child is settled and functioning well, and is responsive to their new routine and
environment. Aistear (the Irish curriculum for young children, 2009) says that
‘Belonging is about having a secure relationship with or a connection with a
particular group of people. When children feel a sense of belonging and sense of
pride in their families, their peers, and their communities, they can be emotionally
strong, self-assured, and able to deal with challenges and difficulties.’