Transitions to school: Moving beyond checklists towards holistic, child-centred pathways

For children and families, the move from early childhood education and care (ECEC) into formal schooling is a highly significant milestone. Yet while orientation sessions, school readiness programs and enrolment paperwork often frame this shift as a defined point in time, the evidence suggests that transition to school is an ongoing, multi-dimensional process, one that requires coordinated, relational and innovative approaches across home, early learning and school environments.

• Start early and build slowly: Begin transition conversations with families well before the end of the kindergarten year. Gradual, low-pressure exposure to the school environment can reduce anxiety and build familiarity.
• Involve children in the process: Use play-based interviews, drawings or photo books to explore children’s expectations and feelings about school. Include their perspectives in transition planning wherever possible.
• Build relationships across settings: Facilitate informal meetings or classroom visits between kindergarten educators and school teachers. When educators share insights directly, children experience greater continuity and trust.
• Create child-friendly materials: Develop visual transition tools such as photo storybooks of the new school, video tours, or simple social stories that help children understand what to expect.
• Support families with clear, accessible information: Provide translated materials and offer informal Q&A sessions, school tours or community chats where families can ask questions in a relaxed environment.
• Celebrate cultural identity and diversity: Invite families to share cultural practices, languages or stories during transition activities. Representation supports belonging and affirms each child’s identity.
• Nominate a transition champion: Assign a staff member or teacher to take the lead on coordinating transition activities and communication across services and families.
• Check in post-transition: Follow up with children and families in the early weeks of school. A phone call or short visit from a known educator can reassure families and support children’s ongoing adjustment.  Invite the children back to the early childhood centre to share their experiences.

• Multi-visit transition programs: Increasingly, schools are inviting children to attend multiple short sessions during Term 4, often accompanied by familiar educators from their kindergarten or early learning service. These visits offer opportunities to build familiarity and confidence, supported by trusted adults.
• Shared digital portfolios: Trials are underway in some regions to implement digital transition statements or linked learning profiles that move with the child. These tools help school-based educators access deeper insights into children’s strengths, interests and support strategies, enhancing continuity beyond standard enrolment forms.
• Joint professional learning: Cross-sector professional development, bringing together early childhood educators and foundation-year teachers—is helping to align pedagogical approaches and expectations, fostering more consistent experiences for children across settings.
• Family engagement and peer support: Programs that offer coaching and connection for parents—particularly those from culturally and linguistically diverse communities—are emerging as a key element in successful transitions, especially in areas with lower school participation rates or where families are unfamiliar with formal education systems.