Watching transitions unfold: a mixed-method study of transitions within early childhood care and education settings

Abstract

Unlike the transitions children make between settings, those they undertake between age groups within early childhood care and education (ECCE) settings are seldom studied. Accordingly, this exploratory study followed seven preschool children (three boys and four girls) as they moved to new rooms in five ECCE settings. Structured observations of children’s behaviour were collected along with semi-structured parent interviews and participatory child interviews. All boys and one girl demonstrated increased anxiety behaviours following transitions. This gender difference was mirrored in parental reports of negative affect and aggression in sons, but independence and assertiveness amongst daughters. Families also reported shifts in children’s identity from expert to novice and a sense of becoming ‘big’. Interviews highlighted the challenges and opportunities underlying transitions, and parents provided a rich overview of the factors they believed support and hinder transitions, emphasising the importance of strong home-centre connections. These exploratory findings suggest that internal ECCE transitions may be unique junctures in children’s ECCE experiences.

Keywords:

• transitions
• early childhood care and education
• family centre relationship
• gender differences

Acknowledgements

We are indebted to the managers, practitioners and families who gave generously of their time. Thanks also to Early Childhood Ireland for their assistance with the recruitment and Ruth McIntyre for her assistance with data analysis for reliability and credibility purposes.

Notes

1. For two children, whose practitioner moved (unplanned) out of their pre-transition room two weeks before their transition, there was only one week of pre-transition data available. Additionally, as one of these children made a second (unplanned) transition one week after his original transition, only one week of post-transition data was used. For all other children at least two-weeks of pre and post-transition data were available.

Additional information

Funding

Funding. This work was supported by the Department of Children and Youth Affairs, Ireland.