All across Scotland children starting school have been waiting with family members for the school gates to open. Gates that only last year would have been wide open in anticipation of welcoming yet another group of new P1 (first year of primary school in Scotland) children and their parents. This year the transition to school arrangements need to be different, but are they really impacting negatively on the progress we have made in working with parents during transitions? <\/p>\n\n\n\n
While out walking one morning recently, I noticed waiting outside a local primary school some children clutching their parent\u2019s hand, while others danced excitedly in new shoes, and on their backs a schoolbag no doubt filled to the gunnels with enough snacks to feed the entire class. Last year, a cuddly toy, tucked away safely inside the bag or perhaps held tightly in their hand, a reminder of home, would have been allowed. I reflected on the glaringly obvious differences, the school gates were firmly closed and not a transitional object was in sight. <\/p>\n\n\n\n
Starting school is considered a significant transition for children and families, research on the subject is important. Hayes<\/a>\u2019 study (2003) found that children starting school are expected to adjust socially, emotionally and cognitively to a new environment. Ackesj\u00f6<\/a> contends that \u2018children both shape the transition and are shaped by the transition\u2019 (2014: 6). The transition process is of necessity a sociocultural process, where children and families learn to \u2018reconstruct themselves\u2019, their identity as a member of a new community (ibid, 2014: 7). Since 2013 children\u2019s transition to school has been the focus of my doctoral study and if I have learned anything about what makes a difference to making this rite of passage successful, it is strong, loving, caring relationships (Burns<\/a>, 2018). It is mutual trust and the existence of an equal partnership between parents as the child\u2019s first educator and early childhood educators. I regularly promote the need for authentic partnerships that are responsive to the needs of each child and their family.<\/p>\n\n\n\n The concept of parents working alongside professionals in educational establishments is not new but research extols the benefits of parental involvement and community at key stages in a child\u2019s educational journey (Fabian and Dunlop<\/a>, 2007). Bronfenbrenner\u2019s<\/a> ecological model of human development (1979) is often used to conceptualise a child\u2019s journey as they move from home to nursery and to school. Each of these life changing events are located within the inter-locking set of structures or nests (Bronfenbrenner,1979); the microsystem, conceptualised as the child\u2019s home, the nursery or school the child attends, and the macrosystem, the wider community or society in which the child functions. A successful transition then involves parents and staff working together as a community to help the child make sense of the new setting; to anticipate how the child will react and provide the support required to make the transition to school easier (Burns<\/a>, 2005). <\/p>\n\n\n\n Realising the Ambition<\/a> (2020) outlines the five \u2018C\u2019s that contribute to a positive transition; this means being child-centred<\/strong> and collaborating<\/strong> meaningfully with others to realise consistently<\/strong> high quality play pedagogy, thereby creating relevant progression in children\u2019s learning within a supportive and empowering transitions culture. <\/strong>A culture <\/strong>which engages parents and others in open and transparent communications<\/strong>. This year, starting school will of necessity be different, the usual transition arrangements have had to be re-imagined. In my study I found the transition to school programmes offered parents opportunities to be included in the child\u2019s transition, to help their child feel good socially and emotionally and actively benefit from positive reciprocal relationships (Burns<\/a>, 2018). <\/p>\n\n\n\n
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