Starting School - Why consulting with children is fundamental to creating effective transition practices in the EYFS.
by Clair Sammons
In its most simple definition, transition can be defined as the process or a period of change. I imagine that you're able to list several experiences of transition during your life so far: starting university, beginning a new job, moving house, or even country. How did you feel and what role did you play in enabling this change?
Starting Primary School
Starting school is a significant milestone in early childhood and for many young children their first major experience of transition (Einarsdóttir et al, 2019; Fabian and Dunlop, 2007). Everyone involved, including parents, children, teachers and leaders, have a set of expectations. That said, transitions are often planned without consulting children (Einarsdottier et al, 2019).
This transition stage is largely abstract and unknown to most four-year-olds, provoking mixed emotions as they anticipate their September school start. I first became interested in exploring this transition stage while observing a young family member's transition to school. She is a bright and confident child, who found her first term at primary school extremely stressful. As an Early Years Practitioner, witnessing her experiences of starting school, led me to reflect on my professional practice and the upcoming transition for the preschool children within my Key Group. Scholarly literature can support us in understanding the complexity of this topic, however, the concept of "transition itself is a contested phenomenon", where differing theoretical and cultural perspectives of childhood, influence transition to school research, policy, and practice (Ballam et al, 2017).
Importance of children's voice in transition
Article 12 of the UNCRC (UNICEF, 2023) states that "every child has the right to express their views, feelings and wishes in matters affecting them". Einarsdóttir et al (2019) write about the importance of a child's transition from preschool to primary school, and argue that by listening to children's perspectives, practitioners can develop supportive and effective pedagogies for transition.
The success of this transition is key, as a child's experience of starting school can impact their future learning and well-being (Einarsdóttir et al, 2019). By listening to children, practitioners can gain a greater understanding of their priorities, interests, concerns and even provide unexpected insights into their lives (Pascal and Bertram, 2009), all of which can aid the development of successful transition to school practices.
So why is it not common practice to ensure children are at the centre of setting transition policies and procedures in the EYFS?
My BECERA presentation will share the findings of my MA research project into children's perspectives of starting school and the implications for practice. Using a praxeological paradigm and a phenomenological methodology, preschool children's perceptions of their upcoming transition to school were gained via non-face to face methods during the COVID-19 pandemic. Initial findings indicate that preschool children have similar thoughts and concerns about starting primary school, however, their individual responses highlight the importance of listening and consulting with children during this transition stage. I argue that preschool settings play a vital role in supporting children and advocating their voices during their transition to school. To do this effectively, practitioners need to create a pedagogical environment where open dialogues about starting school are encouraged. I will also share how my research has developed our transition to school pedagogy at Redcliffe Nursery School and explore the challenges faced in practice.
References
Einarsdóttir, J., Dockett, S. and Perry, B. (2019) Children's perspectives of transition to school. In: Dockett, S., Einarsdóttir, J. and Perry, B. eds. Listening to children's advice about starting school and school-age care. Oxon: Routledge, pp: 1-13.
Fabian, H and Dunlop, A.W. (2002) Introduction. In. Fabian, H and Dunlop, A.W. eds. Transitions in the Early Years. Debating continuity and progression for children in early education. Oxon: Routledge. pp 1-7.
Fabian, H and Dunlop, A.W. (2007) Outcomes of Good Practice in Transition Process for Children Entering Primary School. Working Paper 42. [pdf]. The Netherlands: Bernard van Leer Foundation. Available at: https://www.researchgate.net/publication/252093921_Outcomes_of_Good_Practice_in_Transition_Process_for_Children_Entering_Primary_School
Pascal, C. and Bertram, T. (2009) Listening to young citizens: the struggle to make real a participatory paradigm in research with young children. European Early Childhood Education Research Journal 17(2). Available at: https://doi.org/10.1080/13502930902951486.
UNICEF. (2023) The United Nations Convention on the Rights of the Child. Available at: https://www.unicef.org.uk/what-we-do/un-convention-child-rights/
Clair Sammons is a Nursery Teacher at Redcliffe Nursery School, a maintained nursery school in the centre of Bristol.