Early Years Transitions

Guest editors: Associate Professor Rachel Takriti and Associate Professor Sally Peters

Throughout their early years, children experience multiple changes or transitions. These include, infants or young children starting at an early childhood education service, moving between levels within a service or to different services, moving classes or changing school. It is argued that none of these are as significant as starting school for the first time as a young child. Internationally, this move occurs at different ages and there has been considerable debate regarding the appropriate age for school entry. Supporting the transition to school to go well is important for children’s academic and social development. The first move to an early childhood services or to school is not a move which children undergo in isolation, with key stakeholders, such as parents, family members, teachers, etc. playing a key role in the transitioning process and likely experiencing a transition of their own, especially in the case of parents and caregivers as they adapt to this new experience as a family.

Given the importance of transitions for young children, this special edition will aim to address key gaps in the literature, leading to international and interdisciplinary perspectives and the identification of recommendations for future research, policy, and practice.