(EYLF) Continuity of learning and transitions

Children bring their individual, family and community ways of being, belonging and becoming, often called funds of knowledge, to their early childhood settings. Educators who know and build on children’s funds of knowledge help them to feel secure, confident and connected to familiar people, places, events and understandings. This reinforces each child’s sense of belonging. Children, families, educators and teachers in schools all contribute to successful transitions between settings. 

Children’s identities change as they move from one setting to another. Educators assist children to negotiate changes in their status or identities, for example, when they move to a new room in their early childhood setting or begin full-time school. As children make major transitions to new settings (including to school) educators from early childhood settings and schools commit to sharing information about each child’s knowledge and skills so learning can build on foundations of earlier learning. 

Transitions can be everyday occurrences between routines, play spaces or settings, as well as bigger transitions including from home to starting at school or an early childhood setting, or from one early childhood setting to another. All transitions offer opportunities and challenges. Different places and spaces have their own purposes, expectations and ways of doing things. In partnership with children and families, educators ensure that all children have an active role in preparing for transitions. They assist children to understand the traditions, routines and practices of the settings to which they are moving and to feel comfortable with the process of change. 

Continuity is where children experience familiar or similar ways of being, doing and learning from one setting to another. Experiencing greater continuity assists effective and positive transitions. Educators work with families to promote continuity, for example, knowing about Aboriginal and Torres Strait Islander children’s kinship connections, parenting practices and other aspects of cultural life can inform positive transitions. Continuity between home and the early childhood setting is important for families as well as children. Continuity in the transition to school can be supported through discussions, access to familiar materials and routines, and timetables that facilitate greeting and departure rituals. Some families and children will need more support when they transition into an early childhood setting or school. Educators work collaboratively with each child’s new educator, teachers in schools and other professionals to ensure a successful transition.