According to the Division for Early Childhood (2014), ‘transition’ refers to the events, activities, and processes associated with key changes between environments or programs during the early childhood years, and the practices that support the adjustment of the child and family to the new setting.
These changes occur at:
(1) the transition from hospital to home,
(2) the transition into early intervention programs (and the development of an IFSP—Individualized Family Service Plan—for children who are at risk or have developmental delays/disabilities),
(3) the transition out of early intervention and into community early childhood programs,
(4) the transition to kindergarten or school-age programs (and the development on an IEP—Individualized Education Program—if needed).
Transition is a process that can be extremely stressful for the parent and child, and generally involves many activities on the part of the practitioner in collaboration with the family. As with other life transitions or changes, positive relationships (in this case positive teacher-child and practitioner-family relationships) are associated with greater satisfaction, better adjustment, and better child outcomes.
The DEC recommends the following practices associated with transition:
TR1. Practitioners in sending and receiving programs exchange information before, during, and after transition about practices most likely to support the child’s successful adjustment and positive outcomes.
TR2. Practitioners use a variety of planned and timely strategies with the child and family before, during, and after the transition to support successful adjustment and positive outcomes for both the child and family.
Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014.