It was a simple yet important question, as she took the time to work through the emotions my son was experiencing and provided suggestions. That advice led to a happy transition to Primary 1 and long-lasting friendships that have remained despite graduating from pre-school five years ago.
I was reminded of the importance of communication between parents and teachers during this transition with the annual P1 registration under way. I have observed pupils experience the pre-school to primary school transition multiple times in my different capacities as an educator and leader in the early childhood sector, and as a mother of two.
The P1 registration exercise can be a daunting experience for parents, and there are good reasons why – and it’s not just to do with the academic step up, either.
Studies suggest that successful pre-school to primary school transition has a long-term positive impact on a child’s development and school performance, and lets the child adapt to school more quickly.
A study in 2019 by researchers from the University of Ioannina in Greece found that social skills play the most important role for children to start school in a positive way.
In another 2002 report, the US Department of Education stated that a successful transition to primary school involves establishing critical competencies that involve both social and academic skills, as well as parents’ involvement in the education of their children, which influence students’ school success and achievements in later years.
This is not to dismiss the need for academic preparation for primary school, but it highlights the imperative need in ensuring that our children are emotionally and socially ready – instead of doubling down on only curriculum and academic readiness – to transition to a new school environment so that children have a good start to formal schooling.
What is involved?
Primary school marks the entrance into a bigger and more structured school environment.
Adjustments such as getting used to larger class sizes, relating with new peers and teachers, navigating bigger physical settings, acquiring greater independence in daily routines, grappling with a more structured learning environment, and coping with greater learning demands weigh down on young children socially, emotionally and cognitively.
As one study in 2019 by academics at the National Institute of Education (NIE) puts it: “The transition process can be an intense period for children as they deal with an array of strong and often mixed emotions of excitement and apprehension.”
These could bring profound changes that can significantly impact a child’s development and perceptions of learning.
The study also noted that when children are able to make meaningful sense of their transition journey to primary school, they are likely to enjoy the learning experiences and flourish at school.
Continuity in learning
Successful transitions are about continuity in the learning and care practices between the old, familiar setting and the new, unfamiliar one.
Consistency in practices across these various stages allows children to rely on their acquired skills and experiences to manoeuvre through their new environment and promotes coherence and stability in their learning and development as they transition.
Over the years, the early childhood sector has rolled out initiatives targeted at helping parents and children through this change, such as the publication of a parent-child activity book, and transition activities which prepare them for scenarios that they are likely to encounter in primary school.
Centre leaders and educators can incorporate role-play, sharing of photographs and video clips of primary schools or visits to primary schools, to help familiarise children with their new environment, thereby reducing anxiety and building excitement.
As parents, we can do our part by taking them out to visit and explore new settings, and introducing them to new adults and peers in a supportive manner.
Parents can also engage in role-play with children, incorporating activities like preparing their uniform for school and queueing up to buy food independently at the hawker centre, as well as having conversations on the upcoming changes.
Have children express how these changes make them feel and talk about the new things to look forward to in school. These serve to help children feel more familiar and have a sense of stability, thereby reducing potential stress in preparation for the transition from pre-school to primary school.
Collaboration and open communication
Parents and early childhood practitioners play equally vital roles in managing a child’s social, cognitive and emotional stability.
We all recognise that each child has unique needs, strengths and interests; thus, it is important to tailor our communication methods and support accordingly. This also applies to how we – parents and educators – journey through this transition period together with our children.
A well-managed transition for each child, facilitated by parents and educators, can mitigate anxieties and foster a positive, secure environment to give our children a good start and set them up for success when they enter primary school.
Drawing on an Australian research report published in 2014 on effective school transition, researchers found that “the essence of effective transition practices is commitment to building secure, respectful and reciprocal relationships among those involved”, not just between parent and child but also between parent and educator.
Open lines of communication among parents, educators and children cannot be underscored enough. It is in this shared interest in our child’s well-being that creating a space where both parents and educators feel valued and heard becomes possible.
Children also play a key role in this communication loop and need to be empowered to express their feelings as well as be heard by adults.
The collective wisdom of both parents and educators, coupled with frequent positive dialogue with our child, strengthens rapport and eases the transition for him/her.
A happy and secure child, who feels well-supported in the transition process by both educators and parents, is one who will thrive.
- Jane Choy is an ECDA Fellow and the head of operations at M.Y World Preschool.
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