New Early Childhood Transitions Support
The readiness is all.
– William Shakespeare
As I looked back at early March of 2013, I was thinking about E’s transition from preschool into kindergarten. What a major transition that was for him and for our entire family. I spent a considerable amount of time researching and finding ways to ease that significant change. He moved into a unfamiliar building with new children, in his case, ages 6-13. And we all had to learn about and develop relationships with a new set of teachers and staff with a full day schedule and a rigorous curriculum versus the half-day, play-based activities of preschool to which we had grown so accustomed.
Last year, while the transition was on my mind, I wrote the article “In Between Here and There” which I am sharing below again for all of those families who are in the midst of that upcoming transition this year. Among many other supports that eased our transition, there was a mentor Mom, a veteran at the new school, who helped us significantly by answering our questions. Many seemed small but nonetheless added up to worry and a fear of the unknown. At E’s new school, they assigned a mentor family to every incoming kindergarten family which is ideal. However if your new school does not provide that kind of support, ask for it. Ask to get in touch with a first or second grader’s family who knows the culture, routines and expectations. Then all of your questions can be answered no matter how insignificant they might feel. Answering those questions for you, your family and your child will pave the way for a smooth transition.
For educators, there is a new resource that will assist you as you plan to support families in making those transitions and also offer an opportunity for dialogue and collaboration. Reader and regular contributor to Confident Parents, Confident Kids, Shannon Wanless, Director of the SEED (Supporting Early Education and Development) Lab and Professor of Psychology in Education at the University of Pittsburgh along with collaborator Christine Patton, Senior Research Analyst at the Harvard Family Research Project have created a discussion board specific to this topic. It’s entitled “Let’s Talk Transition! Family Engagement During the Transition to School.” This is a particularly helpful resource because it guides educators through goal setting, accessing resources, sharing best practices and engaging in active dialogue around the issue of successful transitions. Check it out!
May your transition as a family from preschool into kindergarten be supported in a way that allows you to keep your sanity and your children to fully engage in the joy of learning.
In Between Here and There
Long ago, but not so very long ago
The world was different, oh yes it was
Time goes by, time brings changes, you change, too
Nothing comes that you can’t handle, so on you go
– Our Town from the Cars movie, by James Taylor[i]
These words were sung in my house yesterday by my soulful five year old, with a passion that might come from the life experience of a forty year old who has seen hard times. I thought how strange it was that he would pick the somewhat sad and reflective song from his beloved movie, Cars[ii], versus some of the more popular, upbeat songs. My husband reminded me, “This is how he’s feeling these days.” Moving from his current preschool to Kindergarten is his impending world change. Sometimes it feels as if life is one big transition. You are starting a new job or business venture. Your spouse is working on a degree. Your son is taking up the trumpet or beginning a baseball league. Your daughter is entering puberty. Transitions abound. And though sometimes the new seems exciting, the changes can also be scary, frustrating and stressful.
There is an entire line of inquiry devoted to the topic of transitions in the early childhood years for the very reason that there are so many that occur in a young child’s life. They experience both vertical transitions, like graduating from preschool and moving on to kindergarten as my son is about to do and horizontal transitions, like moving from different settings each day from home, to preschool, to the sitters, to gymnastics and back home. And so throughout childhood and adolescence, physical, psychological and environmental changes are nearly constant.
Listening seems to be one key to understanding the kind of support people need in going through a transition. Studies have found that children’s perceptions of what kind of support they need to make major or minor transitions differ significantly from adult’s perceptions.[iii] As is true with parenting in general, there is no one single best approach. However sociocultural research points to the importance of parents being involved nonetheless. I asked my own son the following and tried to listen carefully.
“How are you feeling about moving from your preschool to kindergarten in the fall?”
“I don’t want to go. I just want to stay at my school,” E responded.
And when I asked what we could do together to help make the move from one school to the next more fun and enjoyable, he said, “Nothing.” And so it’s not a simple process to ask questions and listen to the response and then do what your child suggests they need. But when facing a major transition, there are a few ways that you can offer support to those in the transition. Though the ideas for the most part are geared for children, these suggestions could apply to any age.
Raise your awareness.
First, just having a greater awareness of the fact that a transition is taking place and that it’s likely stressful on the participant will give you greater empathy for them. After five years of a whole school change initiative I was facilitating in which an elementary school moved from failing to achieving through much dedication, collaboration and hard work, the district decided to close down the school because it was an old facility. Teachers were let go and had to apply to new positions in other schools. We gave each teacher the gift of the book, Transitions; Making Sense of Life’s Changes.[iv] It is an exceptional resource for any person struggling with a transition. In it William Bridges, the author, explains that in every transition there is a death first – a letting go of the old way of thinking, being or doing. The one in the midst of change must let go of the old in order to embrace the new. Sometimes there are no physical manifestations of the change but only internal differences as in a new understanding. In situations that are supposed to be joyful like having a baby, it’s not socially acceptable to mourn the loss of time with your partner or life before baby but nonetheless it’s a part of the transition. Being aware that there’s a mourning process taking place with your child – moving from one school to another or even leaving a beloved teacher – will give you greater empathy for what you child is experiencing.
Create a ritual or rite of passage.
Somewhere in our backyard is a pacifier lovingly placed in a box and buried in the dirt. E and I had a ceremony to say goodbye to the pacifier when it was time to move on. That experience helped E break the pacifier habit for good and in a way that emotionally supported his transition. When I quit a job that left me feeling disenchanted and depleted, I wrote down all of my frustrations and burned them up in the fireplace. Creating an event to recognize or symbolize the passing away of the old and the passageway to the new can help a person commit to a new path and let go of the old.
If your children are school age, they may be coming to the end of their school year. Why not offer some opportunity for reflection on their year? Some teachers go over the assignments and work produced throughout the year with students to see progress made but this does not happen enough in my estimation. Why not do that at home? Get out the artwork produced, homework completed and papers returned and take a look at all the learning that has taken place throughout the year. Celebrate in some small way with your family (a picnic, special dessert, trip to a favorite park?).
Embrace the in-between.
That place in-between when you’ve let go of the old but have not yet begun the new can be incredibly uncomfortable. We are anxious for the new to begin. After all, we’ve committed to letting go of the past. Sometimes we will even make choices that will escalate the change so that the uncomfortable nothingness of the in-between passes quickly. In the neutral zone, as Bridges calls it, is the optimal time for quiet reflection on what has passed and also on hopes and dreams for the future. Who do you want to become? Children could take advantage of this opportunity with a little guidance each summer since every new school year is an opportunity, a new chance. Provide opportunities for reflection by modeling your own reflection – talking aloud or to your family about your thoughts. Allow children to be reflective by asking questions that do not require answers but only their private thoughts. Allow the questions to hang in the air without expecting a response. You may be surprised as a day or week goes by and a response comes back to you when they have had the chance to really think about their desires for their next step.
Pave the way for the new.
When developmental changes occur, people do not leave the old behind or throw it away. The past stages are built upon and cumulative so that the ways of the infant, toddler, preschooler and beyond are always a part of who they are. If I get frustrated with my son when he has a moment of acting like he might have when he was a toddler, I have to remind myself that the toddler is still in there and a part of him. Sometimes children need reminding that what they are leaving behind is not gone forever. We can go visit a favorite teacher next year and see how she is doing. We can play that old cd from music class and relive the memories. Paving the way for the new means offering ways to stay connected to the old and then focusing on new opportunities. Unknown friends and teachers might seem scary. But going into that new environment before it’s time for school to begin can ease the transition. If it’s in your control, think about ways you can gently introduce the new. Is there a children’s book on the topic you could read and talk about together? Are there other kids you could hang out with who have experienced the new situation and could share their impressions? Any safe, “toe in the water” experiences with the new can help your child feel more comfortable.
Returning from the in-between or reflection stage of a transition ultimately “… brings us back to ourselves and involves a reintegration of our new identity with elements of our old one.… Inwardly and outwardly, one comes home,” writes Bridges. Helping children through the uncertainty and fear of the new and unknown can allow them to explore their new direction with excitement, wonder and hope.
[ii] Walt Disney Pictures and Pixar (Producer), & Lasseter, J., & Ranft, J. et al. (Writer, Director). (2006). Cars (Motion Picture). United States: Walt Disney Pictures.
[iii] Vogler, P., Crivello, G., & Woodhead, M. (2008). Early childhood transitions research: A review of concepts, theory and practice. The Hague, The Netherlands: Bernard van Leer Foundation.
[iv] Bridges, W. (2004). Transitions; Making sense of life’s changes. (2nd. Ed.) Cambridge, MA: Da Capo Press.
A mentor family sounds like an awesome idea! I’ve been amazed in my children’s kindergarten transitions, to see how unlikely it is to get transition support, —-yet how responsive schools are when you ask for it. I have not been offered a mentor family, but when I ask to get in touch with a parent who can provide support, the school and the parents are always eager to help. Maybe one of the lessons for the field is to offer before parents have to ask!
Yes, I do think that’s a great lesson for the field. That transition can feel overwhelming at times and sometimes, we don’t always know what questions to ask. Thanks Shannon!