Transitions in the early years: Educational and child psychologists working to reduce the impact of school culture shock

Abstract

The impact of young children’s biological, familial and social-cultural contexts on adjustments to school life is now well established. This includes the relationship between positive transition experiences from home or an early years setting to school and later outcomes for children and young people. This paper posits that transition is best conceptualised as an interactive cultural, ecological and dynamic process; experienced differently by different children, families and educational providers based on a unique interaction of cultural characteristics, expectations and goals. The fundamental requirement for educational and child psychologists, and those with whom they work, to understand transition within an ecological and dynamic framework is highlighted. Evidence-informed strategies which may be employed to minimise the potentially adverse impact of such a change for young children are discussed, with an emphasis on Ready Schools. Local case studies are described to illustrate these arguments. Finally, the paper explores key issues faced by psychologists applying the transitions research evidence to good practice in the current political and educational contexts.

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