Ngā whakawhitinga tuatahi

First transitions into ECE

What works?

Ēhara tāku toa i te toa takitahi, ēngari he toa takitini.

I come not with my own strengths but bring with me the gifts, talents and strengths of my family, tribe and ancestors.

- Here Huata (Ngāti Kahungunu).

Pēpi often arrive in ECE services before their first birthday and come with well-established rhythms of knowing, doing and being from home. Taking time to generate positive āhua that contributes to the wairua of the space and relationships with pēpi and their whānau are central to this first transition so that feelings are acknowledged and individual preferences are upheld at all phases of the process.

To help you best support both pēpi and whānau in this first transition, we have outlined some things to think about and implement before the first day, on the day itself and after the first day.

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“It’s āhua, it’s not a language, it’s a feeling… you know you feel that, it’s like coming home, you know when you come home and you just feel (makes a breathy, relaxed sound)… it’s a feeling in yourself… it’s a feeling that, so you can learn, you’re not going to learn if you’re scared, it you’re not comfortable, you’re not happy, you’re not free to do and explore”

- Parent, Immersion ECE

Mōhiotanga: Before the first day

  • 1. Arrange pre-settling in opportunities

    Organising visits to the ECE space before the first day can allow both pēpi and whānau time to develop relationships and become comfortable in the service. Bear in mind, some pēpi and whānau require more of these than others, so make sure this is individualised to the family.

  • 2. Stagger the paperwork

    Try to ease whānau in to the new setting and routine by staggering the paperwork and policies you give them. This can help them to not feel overwhelmed by it all.

  • 3. Provide tailored support

    Learn what whānau need support with during transitions (for example, strategies at drop off, bottle feeding routines) beginning during playdates.

  • 4. Provide safe spaces

    Provide space for mothers to breastfeed their pēpi in an unhurried environment, and opportunities to come and go as needed.

  • 5. Actively listen to what already works

    Acknowledge parent/s and/or grandparent/s as the experts of their pēpi who can teach you about their taonga/pēpi. Learn who they are, where they come from, as well as where they descend from (i,e, what is their whakapapa?)

  • 6. Allow for some one on one time

    Arrange for some targeted and dedicated time to spend with pēpi and whānau during playdates. This can help settle everyone - including you - into this new routine.

  • 7. Provide opportunities to rehearse the 'hard bits'

    Provide opportunities for rehearsing departures, arrivals and routines. For example, whānau may leave for brief periods of time to give pēpi and kaiako time without them.

  • 8. Pay attention to small rituals

    Take note of the little rituals pēpi are establishing for themselves, and try to maintain these. This can help create a sense of familiarity in a new space.

  • 9. Utilise existing peer relationships

    Encourage peer relationships with pēpi through playful invitations starting during pre-visit play dates. Pēpi will notice and recall these positive moments when they revisit the setting.

  • 10. Develop a plan for emotional wellbeing

    Develop a plan with whānau to support the emotional wellbeing of pēpi, such as such as knowing who and when to call and what to do if the pēpi becomes extremely upset (for example, offer a bottle, encourage to sleep, offer comfort, visit a sibling in another room).

  • 11. Give pēpi opportunities to choose

    Give pēpi opportunities to choose the kaiako they feel most comfortable with, and establish roles that support this decision (for example key teacher, whanau, ūkaipō caregiving practices).

  • 12. Uphold wairua

    Understand the significance of each infant's name. Honor its integrity and meaning by learning to pronounce it correctly as well as understanding its whakapapa.

  • 13. Integrate te reo Māori

    Integrate language from home and community. Language is central to the identity and belonging of pēpi and whānau. It also reflects Te Tiriti o Waitangi obligations and aspirations for bicultural Aotearoa.

Mātauranga: During the first day

  • 1. Be ready and waiting

    Be ready and waiting to greet both pēpi and whānau on arrival. This may require some rearrangements with other members of the team as support and back-up crew.

  • 2. Embrace routines

    Look for the learning opportunities that routines can offer. Whether it is a nappy change, a bottle feed, or bed time, all have the potential to build relationships in an intimate and unhurried manner.

  • 3. Implement valued rituals

    Invite pēpi into ECE rituals, for example with an official introduction to the whole centre at ‘wā karakia’.

  • 4. Facilitate peer support

    Where appropriate, invite older siblings/relatives/special peer friends. The above image illuminates the joy expressed by pēpi and kaiako as they share learning that was valued with Zane’s older sibling.

  • 5. Encourage goodbyes

    Encourage whānau to say ‘goodbye’ even though it may be difficult to do so. These rituals provide important markers for predictability and trust.

  • 6. Limit numbers of transitioning pēpi

    When one pēpi has the opportunity to transition at their own pace, it can help to enable more focussed attention and contribute to a calmer environment for pēpi - and for you.

  • 7. Share experiences with whānau

    Share experiences with whānau as rituals are established. The more involved each party is in the transition, the smoother it can become.

  • 8. Embrace uncertainty

    Things may not always go exactly as planned, and that’s OK! It’s important to be flexible - if it doesn’t fit, don’t force it. It can help to have a back-up plan (or two!) to put your mind at ease.

  • 9. Get creative with communications

    Facilitate communication strategies so that whānau can communicate with you to check on the wellbeing of their pēpi (for example, text messaging and phone calls).

  • 10. Seek to soothe

    Create a calming environment using body language, tone of voice and familiar objects - such as bubbles. This can help to create positive associations and create a sense of familiarity.

  • 11. Be playful!

    Support collaborative relationships through playful engagement. This helps tamariki to settle, to include, to establish and maintain relationships as they orient themselves in their new environment, to gain confidence and to feel socially, emotionally and physically safe.

Māramatanga: After the first day

  • 1. Be realistic about expectations

    Anticipate that there may be further days to settle - a very positive first day does not necessarily reflect every day thereafter, or vice-versa!

  • 2. Keep lines of communication open

    Keep up communication with whānau through various means and strategies, including drop offs, arrivals, texting, and of course, calls. See what works best for you and whānau.

  • 3. Keep listening!

    Continue to listen to whānau priorities, (for example regarding sleep routines) and watch for changing priorities.

  • 4. Continue to follow the learning and development journey of each pēpi

    Continue to follow the learning and development of pēpi through this first transition in collaboration with whānau.

  • 5. Share discoveries with whānau

    Continue to find time for pēpi to share their discoveries with parents, for example sharing in what the pēpi has learned with parent/s when they arrive at the end of the day.

  • 6. Take it easy

    Try not to rush into the next transition. This time and the relationships forged are precious!

Resources for further reading

  • * White, E.J., Hansen, K., Hawkes, K., Redder, B., Lord, W., Perks, N. (2018). Key teaching (primary caregiving?) practices during infant transitions to ECEC in Aotearoa New Zealand. The First Years: Ngā Tau Tuatahi. New Zealand Journal of Infant and Toddler Education, 20(2), 5-14.

  • White, E. J., Westbrook, F., Hawkes, K., Lord, W., & Redder, B. (2021). (In)visible perceptions of objects (‘things’) during early transitions: Intertwining subjectivities in ECEC. Contemporary Issues in Early Childhood, https://doi.org/10.1177/14639491211027904

  • White, E. J., Marwick, H., Amorim, K., Rutanen, N., & Herold, L (Eds.) (2022). First transitions to early childhood education and care: Culturally responsive approaches to the people, places, environments and ideologies of earliest care encounters across six countries. In Policy and Pedagogy with Under-three Year Olds: Cross-disciplinary Insights and Innovations series. Springer.