Transition in Early Years

(Thanks to Bess Hamiti for the photo)

Published in Early Years for Levels 4, 5 and Foundation Degree (Hodder Education, 2020), this co-authored chapter examines the concept of transition within Early Years education. Written for students and practitioners in training, the chapter explores how moments of change shape children’s emotional security, learning and identity development.

A colleague; Dr Beniston and I consider transition not simply as movement between settings, such as home to nursery or nursery to school, but as an ongoing process that children experience relationally and emotionally. The chapter outlines key theoretical perspectives on transition and connects these to practical strategies for supporting children and families.

Attention is given to the role of practitioners in creating continuity, fostering secure attachments and recognising individual differences during periods of change. Importantly, the chapter also addresses how aspects of identity, including gender, may influence how children experience transition. Subtle expectations, environmental cues and practitioner assumptions can shape how confident or constrained children feel as they navigate new spaces.

Designed as a learning resource for higher-level Early Years students, the chapter combines theory, reflection prompts and applied guidance. It encourages developing practitioners to view transition as more than administrative progression and instead as a deeply relational process requiring sensitivity and intentionality.

By linking conceptual understanding with practical application, this chapter contributes to professional training in Early Years education and supports students preparing for leadership and advanced practitioner roles.