Ngā whakawhitinga ki waenganui i ngā whare kōhungahunga

Transitions between ECE spaces

What works?

Waihangatia te ara whakamua

Create the pathway forward

Several transitions can take place in-between the first transition to ECE and arrival at kura/school. ‍These can be due to the arrangement of ECE spaces, where different rooms are allocated to age groupings (as in the case of some Education and Care Services), or where services cater for specific ages requiring a transition from one ECE setting to another, (as in the case of kindergarten). Changing whānau circumstances, geographical locations or preferences for education and care can result in the need for additional transitions between ECE spaces. Whatever the reason, these transitions represent changing sets of relationships, contexts and expectations for tamariki to negotiate.

Kaiako can put in place processes that support unnecessary disruptions by seizing opportunities for continuity and progression. Regardless of the transition, there should always be a familiar hand to hold through change and movements should be determined, as much as possible, by the tamaiti rather than what is convenient for adults.

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“We have very much started swapping teachers… so we’ve still got our ratios and everything, but so tamariki can get the time to visit more frequently. Not just at that transitional time. You know, do it throughout the year with a group of children going across and playing for an hour and some of the older ones came back over here and that’s really cool - they are that much older and, you know, tuakana-teina with the little ones… and they love revisiting where they’ve been… do those visits. Lots and lots and lots. Get mum over there clearly, You know, we’ve learnt from this”

- Kaiako, two year old setting.

By the time tamariki transition to kura/school they are experienced transitioners!

The following timelapse video provides a glimpse of the ‘between’ transition experiences for Macy as she moved between 2 same centre spaces and then between services to kindergarten.

 

Mōhiotanga: Before the first day of transition between spaces

  • 1. Think about when (and why)

    Determine when and why a transition is needed; who benefits from it and why is it necessary? Is it possible to delay a transition if ill-timed? (for example the birth of a sibling coinciding with the transition).

  • 2. Stay consistent across spaces

    Establish relationships, rituals and consistencies across spaces; both teams and whānau come together to discuss what is important for them.

  • 3. Become familiar with individual learning journeys

    Learn about the tamaiti, including their learning journey, norms, routines and rituals in the previous ECE space. Become aware of the potential environmental differences (for example, noise levels, a bigger space, different spaces for sleeping and so on).

  • 4. Facilitate pre-transition visits

    Negotiate with kaiako, parents and tamariki a series of pre-visit playdates at the new space, and support farewells to old ones.

  • 5. Kōrero with tamariki about their transition

    Kōrero directly with tamariki about their transition. Where possible, encourage them to determine what takes place (for example, how they would like to be welcomed into the new space, some tamariki may not want to be the centre of attention, others may relish in this moment).

  • 6. Keep connections where you can

    Consider transitioning peers at the same time or, if this is not possible, reminding the tamaiti of their peers/family who are already in the new space.

  • 7. Create 'shared spaces'

    Create shared spaces for interconnected flows so tamariki can move between contexts at their own pace, for example a shared outdoor space or a special time where meetings are possible across settings.

  • 8. Notice verbal and nonverbal cues

    Listen to the verbal and nonverbal language of the tamaiti to appreciate their readiness (for example, crying or staying by exit doors that lead to their old room). Have flexibility, if possible, about whether the timing is right for this transition.

  • 9. Maintain clear - but not overwhelming - communication

    Provide whānau with clear guidelines and policies but consider staggering them so as not to overwhelm.

Mātauranga: On the day of transition between spaces

  • 1. Develop a contingency plan

    It’s always best to be prepared in case tamariki wellbeing is compromised (for example, in the event that ratios are in place) should the tamaiti choose to return to a familiar place. Remember the golden rule: if it doesn’t fit, don’t force it! Be flexible and prepared to change direction.

  • 2. Provide a familiar welcome

    Ensure on arrival pēpi/teina/tamaiti and whānau are welcomed. Ensure that a familiar person is on hand to remind them of the everyday things (for example, where to place bags, signing in processes for whānau and tamaiti).

  • 3. Utilise games, objects and concepts of value

    Provide things that have value for the tamaiti, enabling them to invite others into their play. This could be a favourite game, a song, a toy, or even a concept.

  • 4. Support anticipation and include in routine practices

    Assist tamariki to anticipate ‘what next’ by reminding them of routines and rituals in the new space. Help reinforce everyday practices such as hand washing. Share things that characterise or break up the day to support their anticipation (for example parents’ pick up time, etc).

  • 5. Keep consistent in your words and actions

    Remember the expectations and promises you have made with tamariki in the build up to this day, and stick to them. Where this is not possible, explain what has changed to the tamaiti and why. Do not make promises that you cannot keep (for example “I will come back soon” if this is not possible).

  • 6. Show you know

    Follow tamariki interests, learnt during visits and from their assessment records (for example, if you know they enjoy reading make sure you have a favourite book on hand, or invite them to bring one with them).

  • 7. Stay responsive, rather than prescriptive

    Offer additional physical support and unhurried responsive experiences, as needed (for example a hand to hold, staying close by, realising a tamaiti may not feel like eating).

  • 8. Embrace tamaiti-led relationships

    Be aware that the tamaiti may form a relationship with a kaiako who they feel comfortable with and able to trust, rather than someone who is assigned to them in advance.

  • 9. Keep assessing

    With any change or new experience, ask yourself: is this experience mana, mauri and wairua enhancing?

  • 10. Enable tamariki autonomy

    Have spaces that the tamaiti can go to remove themselves from the busyness of the day. For example, in this image Macy has retreated to the sanctuary of a space that provides an opportunity to pause and watch the world go by with a friend.

  • 11. Kōrero at the end of the day

    Provide time for the tamaiti to share their first day experiences with parents and siblings at the end of the day.

  • 12. Be open and honest with whānau

    Be open and honest with whānau when communicating tamariki experiences of their day- even if things didn't go well. Then put strategies in place for moving forward together.

  • 13. Let tamariki choose

    Tamariki may form important bonds with other adults in the setting and not the allocated key teacher - go with them. They have their reasons.

Māramatanga: After the first day of transition between spaces

  • 1. Be prepared for reactions to change

    Transitions can be tough! Try not to assume that a tamaiti who transitioned without issue on their first transition, will automatically feel at ease now (or vice versa). As some tamariki discover that this change is permanent they may express sadness or loss in the days that follow.

  • 2. Document the experience

    Celebrate the transition by writing a learning story with the tamaiti about aspects of the event that demonstrates their progression.

  • 3. Respond to cues for support

    Build relationships and comfort through continued support, if the tamaiti seeks this out (for example through continued hand holding, or staying in close proximity).

  • 4. Provide continuity

    Provide continuity between home and new room through things from home/old room (for example, a displayed image of whānau, old portfolio book, special blanket or teddy).

  • 5. Take notice of how tamariki learn from others

    Notice the social learning that is taking place for the tamaiti as they watch what others are doing (adults and peers), learning how others see and value them.

  • 6. Be aware of group dynamics

    Although familiar peers or whānau members can provide support, they may not always be in a position to do so.

  • 7. Be responsive to the needs of the tamaiti about visiting old spaces (and faces)

    Gauge when it is appropriate to support a tamaiti visiting their old space. This can be very important for some, and not for others.

  • 8. Invite tamariki into a tuakana role

    Invite tamariki into a tuakana role as much as possible (for example welcoming others when they arrive in the new space). Respect their choice to decline the tuakana role.

  • 9. Keep movements to a minimum

    Be mindful of how many subsequent transitions tamariki face during the years leading up to kura/school. Too many movements can create additional challenges for tamariki to form meaningful relationships with adults and peers.

  • 10. Create space for revisiting

    Follow the needs of the learner by re-connecting across ECE spaces, for example allowing visits to familiar settings, key teacher from previous setting attending/moving to the new space, offering familiar objects, rituals and routines, or connecting with old friends.

Resources for further reading