Many children first experience early learning as infants. Starting at an early childhood service is a significant transition for children, their parents, and whānau. During their time in an early learning service, children will experience many transitions. For example, moving between activities and experiences, caregiving routines and rituals, and moving between rooms.  

Transitions are an important part of life, and learning to manage different expectations, identities, and roles is an important aspect of development (Rogoff, 1997). Transition points may offer both opportunity and challenges in lives that are “always in a process of becoming” (Hörschelmann, 2011, p. 379). There can be vulnerability, but changes open up new possibilities for learning.  

The kōwhiti whakapae whāriki depicted below symbolises the start of a journey that will take the traveller beyond the horizon. The dark grey represents Te Kore and te pō, the realm of potential and the start of enlightenment. The green represents new life and growth. The purple, red, blue, and teal have many differing cultural connotations and are used here to highlight the importance of the principles as the foundations of the curriculum. (Te Whāriki p. 11) 

During times of transition, children need additional attention, affection, and reassurance, as big changes and transitions can trigger strong emotions such as grief and a sense of loss.  

Therefore, transitions into, within, and across settings need to be thoughtfully planned and recognise what children bring with them. Tamariki need to know that their early childhood service setting is part of their wider world and inclusive of their parents and whānau.  

“Children are more likely to feel at home if they regularly see their own culture, language, and world views valued in the ECE setting. It is therefore important that whānau feel welcome and able to participate in the day-to-day curriculum and in curriculum decision making.” (Te Whāriki, p. 31) 

Leaders who understand the importance of transitions enable effective transitions for all children, whānau, and kaiako.  

Leaders should identify how transitions are understood in their setting, implement transition practices that are culturally responsive, and ensure the articles of Te Tiriti o Waitangi are reflected when supporting Māori whānau with their child’s transitions. 

Kaiako in early childhood services have an important role and responsibilities in supporting transitions into, within, and beyond the early learning service.  

Key intentional teaching strategies include: 

• Whakawhanaungatanga: actively developing and maintaining relationships enables kaiako to sensitively support transitions by responding to whānau aspirations, identities, languages, and cultures. 
• Manaakitanga: showing integrity, sincerity, and respect towards Māori beliefs, language, and culture.
• Collaborating with whānau to ensure tamariki develop a sense of belonging as they transition, recognising and responding to the knowledge and ways of being for tamariki.
• Keeping up assessment: with any new change or new experience, ask yourself: is this experience mana, mauri, and wairua enhancing for tamariki and whānau? 
• Placing tamariki as much as possible as rangatira with agency and authority over their transitions. For example, allowing emotions to be processed in the ways that suit each tamaiti. 
• Familiar, unhurried, regular routines and caregiving rituals that children can anticipate, such as welcomes and farewells, which help build trust and give reassurance.
• Initiating discussions with tamariki on the possible and positive aspects of change while acknowledging children's feelings. 
• Providing many opportunities for continuity and predictability. 
• Having an open approach to developing an authentic partnership with whānau. For example, ready and waiting for tamariki and whānau when they arrive, and organising communication strategies with whānau like texts, short videos, or phone calls. 

Ngā pātai arohaehae (reflective questions) 

Use these questions in team discussions to consider transitions to, within, and from early childhood settings.  

• How effectively are your service philosophy and values reflected in transition processes? 
• In what ways do we learn about, understand, and acknowledge the culture of children and their families as they join a new setting? 
• How do kaiako know how the transitions in the setting’s routines, customs, and events are experienced by children and their families? 
• How do kaiako support children in adapting to changes?