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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Transition to Schools
Module Code EC421
School 77
Module Co-ordinatorSemester 1: Therese Farrell
Semester 2: Therese Farrell
Autumn: Therese Farrell
Module TeachersTherese Farrell
Fiona Giblin
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Coursework Only
Repeat assignment.

This module explores transitions in the early years and, in particular, the impact that children’s transition to school has on their well-being, learning and development. Positive transition to school is linked to later positive educational and social outcomes. A successful transition to school for every child is made possible where the pedagogy, curriculum and the nature of the relationships and interactions that the child experiences at school are continuous with those experienced in early education settings during. Families, schools and preschools have critical roles to play in supporting positive transitions for all children. Through discussion, analysis of literature and reflective practice; student teachers develop their own professional pedagogy by creating a framework for a transition policy.

Learning Outcomes

1. Describe the significance of different types of transitions in the early years on young children’s lives.
2. Identify the philosophical, physical, pedagogical and social continuities and discontinuities that young children experience as they start school.
3. Outline the supports necessary for children and their families before they come to school, during the period of starting school and during the first year of school.
4. Indicate the type of curriculum and pedagogy which best supports children in the transition period/early months at school.
5. Plan a transition to school programme.
6. Show evidence of the qualities needed to lead developments in early childhood education and care provision in early education settings.

Workload Full-time hours per semester
Type Hours Description
Workshop22No Description
Independent Study73Independent reading
Assignment Completion30No Description
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Indicative Content
• Transitions in the early years; • School readiness and transition to schools; • Perspectives of children parents and teachers; • Role of relationships, curricula and pedagogy; • Contemporary research on transitions; • Preparations for starting school; • Starting school; • Planning and evaluating transition programme or policies.

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Assignmente.g. Oral, performance, presentation, assignment, practical, Project - Assignment: Develop a framework for a transition policy to support children in their transition to school100%Sem 1 End
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List

  • Dockett, S. and Perry, B.: 2017, Families and the transition to school, Spinger,
  • Margetts, K.: 2002, Planning transition programmes. In Transitions in the early years, Routledge,
Other Resources

54672, www.ncca.ie, NCCA, 2022, Sue Dockett Podcast, Dublin, NCCA, www.ncca.ie, 54673, www.ncca.ie, NCCA, 2022, Preschool to Primary School Initiative, Dublin, NCCA, https://ncca.ie/media/4435/preschool-to-primary-school-transition-initiative-final-report.pdf,
Programme or List of Programmes
BEDBachelor of Education

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