Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This module explores young children’s early transitional experiences with particular reference to the Aistear themes of Well-being and Identity and Belonging. Students engage with the issues of early transitions from a multi-theoretical as well as from a practical stance, through exploring concepts such as continuity and change, separation, attachment. They learn about the key person system implemented in many preschools, and how this facilitates transitions for babies, toddlers and young children in these settings as well as for families. Research which emphasises children’s voices, the construction of identity and the building of relationships between preschools and primary schools provides the basis for students’ considerations of Transition Programmes. The importance of working with parents, families and communities during children’s transitions is examined. Ways of developing and supporting children’s feelings of security and confidence during transition to preschool and to primary school are explored. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Identify the philosophical, physical and social discontinuities that young children may experience on starting preschool or school 2. Discriminate between the supports necessary for children and their families before transition, during transition and during the initial period in a new setting 3. Specify the challenges and issues for early childhood teachers/parents and families in managing transitions for individual children 4. Explain the roles and responsibilities of early childhood teachers/parents and families in supporting transitions for individual children 5. Indicate the type of curriculum, pedagogy and behaviour guidance policies which best serve children in the transition period/early months at primary school 6. Investigate and evaluate transition to school programmes and policies | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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 |
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Indicative Content and Learning Activities
1 • Transitions in early childhood: What? When? Why? 2 • The importance of early relationships for secure attachment, a secure base and emotional stability/resilience for children’s well-being generally and especially at times of transition 3 • Children’s separation distress system: Understanding children’s behaviour at times of transitions 4 • Attachment figures, including early childhood educators. The importance of warm, affectionate and attuned responses 5 • The key person approach 6 • Establishing supportive links between settings and home 7 • Strategies to support children’s well-being during transition 8 • Children’s, parents and teachers views on transition 9 • Transition programmes 10 • The importance of learning experiences appropriate to the age and stage of development of children, regardless of setting 11 • Building a loving, caring and respectful community with young children in preschool and school | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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