MODULE 3: What are inspiring transitional practices?
Inspiring practices have at least one thing in common: they start thinking from what children and parents express as to what they need in these transitions. In a well-balanced system, different educational phases share responsibility for streamlining children’s positive experiences during transition periods. Practices can be structured around four processes:
● Pedagogical continuity: adopting a more unified child-centred approach to caring and learning (educare) across educational settings;
● Continuity with the home environment and community;
● Professional continuity: inter-institutional collaboration and exchange between staff of different ECEC and primary school settings;
● Structural continuity: mobilising local/regional/(inter)national policy levels in tackling obstacles in establishing warm and inclusive transitions.
Below we present examples of inspiring transitional practices. ‘Inspiring’ does imply: do not copy-paste these processes and actions! Make your own story and contextualise all inspiration. So it starts with ECEC staff observing and listening with great care and respect to children and parents.