The transition points

The transition from home to preschool setting

As children make the transition from home to a pre-school setting they are entering the Foundation Stage. The Foundation Stage, introduced from September 2000, is a stage of education for children aged from three to the end of the reception year. It is distinct from Key Stage 1 and is an important stage in its own right and in preparing children for later schooling. The emphasis of the Foundation Stage is on making the transition from home to infant school a positive induction into compulsory education.

Macintyre and McVitty (2003: 1) make the point:

Attending a playgroup or nursery for the first time is an important milestone in the lives of many children and their parents. It may be the first time that parents have entrusted their children to ‘strangers’ and the first time that these children have had to cope without their parents at their side. Some will anticipate the new venture confidently while others will need more reassurance that good things lie ahead.

For parents of children with AEN, entrusting their child to someone else can assume an even greater significance as there may be concerns over how additional support will be provided and whether this will be sufficient. Sometimes service and agency support that has previously been provided in the home or clinic setting might now be provided in the early years setting. This may be a source of anxiety for the parent as he or she may feel less in control over the interventions that are taking place. Educators and agencies need to be aware of these potential anxieties.

Many children will attend some form of pre-school or nursery soon after their third birthday and some will attend a number of different settings during the Foundation Stage either part-time or full-time. The QCA/DfEE document Curriculum Guidance for the Foundation Stage (QCA/DfEE, 2000) gives an example of good practice for transition from home to a nursery. The features identified include:

■ Children start to visit with their parents as babies or toddlers.

■ Parents are encouraged to share their knowledge and views of their child’s development and raise any concerns.

■ Displays and resources reflect children’s home and community experience.

■ The early years practitioner visits the family and child at home to get to know them.

■ Information about the nursery and how it works with children is given to families in a practical, accessible format.

■ The parent is encouraged to stay with the child as part of the process of transition between home and the nursery.

■ The key practitioner, the child and the parent talk regularly to check how they are all adjusting to the arrangements for settling in, learning and teaching.

■ The family’s or child’s particular interest and experiences are used in planning work with the child.

(QCA/DfEE, 2000: 12)

The importance of this first transition as the child moves from life at home to the first stage of his/her journey through the education system should not be underestimated. It is vital to remember the importance of emotional security as a necessary element before a child can access the learning opportunities that exist within the setting.a