Module: Transition to School in Early Childhood Education

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Transition to School in Early Childhood Education
Module Code	EDP1082 (ITS: EC421)
Faculty	DCU Institute of Education	School	Language, Literacy & ECE
NFQ level	8	Credit Rating	5

Description

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. 1DE007C6-A4B7-0001-6E48-1B5019409A00
2. Describe the significance of different types of transitions in the early years on young children’s lives.
5. 1
6. 1E14AA4D-6B81-0001-93E7-5BD212201555
7. Identify the philosophical, physical, pedagogical and social continuities and discontinuities that young children experience as they start school.
10. 2
11. 1E14AA4D-73AA-0001-B115-84809DFDFAE0
12. 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.
15. 3
16. 1E14AA4D-79B5-0001-4A31-11E81FD11C00
17. Indicate the type of curriculum and pedagogy which best supports children in the transition period/early months at school.
20. 4
21. 1E14AA4D-7BED-0001-7367-1CA01295FCA0
22. Plan a transition to school programme.
25. 5
26. 1E14AA4D-84A4-0001-6720-56F0C1C514D2
27. Show evidence of the qualities needed to lead developments in early childhood education and care provision in early education settings.
30. 6

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Workshop	22	No Description
Independent Study	73	Independent reading
Assignment Completion	30	No Description
Total Workload: 125

Section Breakdown
CRN	10413	Part of Term	Semester 1
Coursework	100%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	N
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Therese Farrell	Module Teacher	Fiona Giblin

Type	Description	% of total	Assessment Date
Assessment Breakdown
Assignment	e.g. Oral, performance, presentation, assignment, practical, Project - Assignment: Develop a framework for a transition policy to support children in their transition to school	100%	Sem 1 End

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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.

Indicative Reading List

Books:

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, 135146,

Articles:

Viskovic, I., & Višnjić-Jevtić, A.: 2020, Transition as a shared responsibility, International Journal of Early Years Education, 28(3), 262-2, 518382
2018: Transition to school: Professional collaborations., Australian Educational Leader, 40(2), 1619,

Other Resources

1: www.ncca.ie, NCCA, 2022, Sue Dockett Podcast, Dublin, NCCA
415477: 1, www.ncca.ie, NCCA, 2022, Preschool to Primary School Initiative, Dublin
https://ncca.ie/media/4435/preschool-to-primary-school-transition-initiative-final-report.pdf: