Transitions between nursery and reception during the EYFS What Works

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TRANSITIONS BETWEEN NURSERY AND RECEPTION DURING THE EARLY YEARS
FOUNDATION STAGE: WHAT WORKS?
TERRI LEE BUCKLEY
STUDENT NUMBER 100264715

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Transitions Between Nursery and Reception During the Early
Years Foundation Stage: What Works?
by
Terri Lee Buckley
Student Number 100264715
Dissertation submitted to the University of Derby in partial fulfilment of the requirements for
the award of the honours degree of Bachelor of Arts in Early Childhood Studies
College of Education
May 2016

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Contents
1 Outline of Research..............................................................................................................4
1.1 Statement of Research Aims and Objectives................................................................5
2 Literature Review.................................................................................................................6
2.1 Defining the Transitional Process .................................................................................6
2.2 Transitional Objects......................................................................................................6
2.3 Factors Influencing the Transitional Process ................................................................7
2.4 Positive Attitudes and Communication ........................................................................7
2.4.1 Key Person Attachments.......................................................................................8
2.4.2 Friendships ...........................................................................................................8
2.4.3 Parental Involvement............................................................................................9
2.5 What is Quality?...........................................................................................................9
3 Methodology......................................................................................................................11
4 Statement of Results..........................................................................................................16
5 Analysis and Discussion......................................................................................................18
5.1 Recommendations for practice and further research: ...............................................21
5.2 Limitations of the study:.............................................................................................23
6 Critical Reflection on Findings............................................................................................25
7 Summary............................................................................................................................28
8 References .........................................................................................................................30
9 Appendices.........................................................................................................................37
9.1 Teacher Interview Consent Form ...............................................................................37
9.2 Parent Questionnaire Consent Form..........................................................................38
9.3 Parent Child Consent Form.........................................................................................39
9.4 Child Consent Form ....................................................................................................40
9.5 Questionnaire.............................................................................................................41
9.6 Child Conferencing .....................................................................................................42
9.7 Participant Information Sheet....................................................................................43
9.8 Teacher Interview Questions......................................................................................44
9.9 Children’s Images .......................................................................................................45
Word count: 8,302 (Without Citations); 8,766 (With Citations).

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1 Outline of Research
The primary aim of this research is to investigate the quality of the transitional process between
nursery (pre-school) and reception class in school during the Early Years Foundation Stage
curriculum for children aged 0-5. I will first explore contrasting views with regard to the
transition between nursery and reception, the range of different ways the transitional process
can vary, and make comparisons between literature gathered and research results obtained. I
will then be able to highlight the quality of the specific process and quality aspects which may
therefore be transferable to other nurseries and their transitions from pre-school to reception.
This area of research is of particular importance to me as a student researcher and early years
practitioners, as having experienced transitions from a variety of different settings during the
course of my early childhood studies course and career, it is clear to see that there are a wide
variety of ways in which the transitional process is approached throughout. Therefore, with
such different processes varying across schools within the UK, some children and families may
well be experiencing this transition process in better light than others which could possibly have
an impact upon children’s holistic development and ultimately their identity throughout this
process. The school used for the research has a unique transitioning method in which I have not
experienced before personally, in which children only attend school for three days per week of
their parents’ choice during first three weeks of the term and then continue full time at school
after these three weeks of flexible attendance.
Not only have my own personal interests led to this research title, but also through reading and
finding gaps in literature and information regarding successful transitions from nursery to
reception during the EYFS (Centre for Excellence in Children and Young People’s Services 2010).
This highlights that information is needed regarding aspects of transitions, whilst Peters and
Dunlop (2013) discusses the need for further research regarding the ways in which transitions
are deemed successful or unsuccessful, how transitions are understood, and particularly
showcases the voices and opinions of those involved with the topic. With this information clear
and from the literature gathered, I feel that it is necessary to research what works best for
parents, settings, and children together throughout the transition period according to their own
personal experiences compared with previous ideas and theories upon what may work best in
order to gain a clearer idea of what a quality, successful transition involves.

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1.1 Statement of Research Aims and Objectives
This research will aim to:
 Determine whether a specific transitional process between nursery and
reception during the Early Years Foundation Stage is deemed beneficial by children,
parents and teachers.
 Determine which factors are more worthwhile in ensuring a successful
transition from nursery/pre-school to reception class in schools and what makes these
factors valuable to transitions, families and children.

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2 Literature Review
There is a growing body of literature around the subject of transitions which recognises the
importance of various factors and influences; this chapter will provide an analytical review of
current research regarding transitional processes in order to address the research title with
specific literature regarding processes from nursery to school.
The research literature identified was collected through systematic searches of academic
databases and websites, collecting relevant and quality data to add to the review highlighting
various aspects of transitions such as definitions and influences with relevance to the
appropriate curriculum in order to gain a deeper knowledge of the subject area. The relevance
of this literature and the reasoning behind the study being undertaken will also be highlighted
within the literature review with relevant links to gaps in current research, which has been
briefly mentioned above in the outline of the research.
2.1 Defining the Transitional Process
Within the context of this research, the transitional process referred to denotes children’s
movement from the Early Years Foundation Stage/EYFS (Department for Education 2014)
Curriculum for children aged 0-5 delivered in a nursery setting, to EYFS delivered in reception
class in a corresponding school. This movement for children involves not only the move from
settings but into the next phase of their education, and there are fundamental changes which
occur with this movement such as the environment, friendships, and daily routine.
Bronfenbrenner (1979 in Niesel and Griebel 2010 & Fabian 2014) notes that children’s entry
into different educational institutions is an ecological transition and process of change. Fabian
(2014) however notes that transitions are not just about the move from one educational setting
to another; but also about the commute between two cultural settings, and the presentation of
obstacles and challenges toward children’s learning during the wide variety of transitional
periods children may encounter in their early lives which may require sensitivity when
approached (Lam and Pollard 2006 in Fabian 2014).
2.2 Transitional Objects
A main part of transitions for children is the element of coming to terms with change (according
to Einarsdόttir [2003 in Fabian 2006]). Some children may for example find comfort in a

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particular object or item of clothing in order to help them feel safer and secure during these
processes (Read 2010 in O’Connor 2013). Donald Woods Winnicott (1953) was a paediatric
psychoanalyst for children who took an interest in children and Object Relations Theory, and
developed concepts such as transitional objects, which refers to items such as comfort blankets.
Transitional objects help children to deal with certain events in the maturation of childhood
according to Gaddini and Gaddini (1970)—Information can be obtained from a child with regard
to transitional objects. These concepts have begun to allow practitioners to understand the
needs of stressed children during transitions and allow them to provide relevant support to
these children (Nutbrown and Cough 2014).
2.3 Factors Influencing the Transitional Process
There are many factors that can influence the transition period both positively and negatively,
as highlighted by Niesel and Griebel (2010). Areas such the quality of communication between
parties involved, or parental involvement, may have vital and potentially detrimental effects
upon a child’s emotional well-being during this sensitive time if not approached considerately.
Some factors such as the characteristics of a child may influence the quality of transitions and
may seem like an area more difficult to overcome. However, Entwisle and Alexander (1998 in
Niesel and Griebel 2010) note that a positive attitude to school and learning from all persons
involved will allow all children, regardless of their personal characteristics (such as anxiety), to
become more comfortable with the transitional process.
2.4 Positive Attitudes and Communication
Fabian (2014) highlights that in order for the transition process to run more smoothly it is
required that all those involved possess positive attitudes, supportive social ties, and a good
motivation to learn and take part in classroom activities. Strong links and excellent
communication between everyone involved within the transitional process will increase a
settings’ developmental potential according to Bronfenbrenner (1979 in Brooker 2008). In order
for transitions to become successful there needs to be a process of co-construction through
participation between both settings (Fabian 2014), with communication between all areas being
a vital aspect. A lack of adequate communication skills by those involved within transitions from
nursery to reception during the EYFS could potentially have detrimental effects upon children’s
transitional experiences, which in turn could affect their holistic development and
fundamentally their identities.

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2.4.1 Key Person Attachments
Attachment with a particular person, such as key workers, is a key factor which may influence
the transition process positively or negatively for a child; therefore the role of the key person
and attachments is crucial in the transition process for children (O’Connor 2013). The role of the
key person is a statutory requirement under the EYFS (Hardy 2012) which explains that a key
person has responsibilities for working closely with a small number of children including giving
them reassurance to feel safe and cared for and building relationships with their parents. These
close relationships with key members of staff can have a direct impact upon the quality of early
year’s transitions for children according to Dorothy Y. Selleck (2006 in O’Connor 2013).
Most attachment theories emphasise different patterns and the quality of children’s
relationships then the impact of this upon children’s identities; for example, Bowlby (1988 in
Jackson and Needham 2014) explains the importance of young children’s emotional
attachments and relationships with their primary caregiver. However, theorists such as Bowlby
and many other attachment theories are predominantly based upon the mother or ‘primary
attachment figures’ rather than ‘secondary attachment figures’, relating to key workers and
other close relations to the child without being the direct care-giver (Bowlby 2007 in O’Connor
2013:9). This leads to questioning if there are gaps in research upon theories relating to non-
maternal attachments. However, in the circumstances of this research, these theories can still
be applied to the secondary attachment figure within the setting; the key-worker (Jackson and
Needham 2014).
2.4.2 Friendships
Not only are attachments with key-workers an essential part of the transitional process, but
friendships can have a strong influence on children’s personal transition experience. According
to Hamre and Pianta (2001 in Fabian 2014), children that have friends who transition from
nursery to school will them will feel more secure, may settle easier and will show less
problematic behaviours (Margretts 2005). Howes (1987 in David 2009) agrees in identifying that
friends are crucial when children move educational settings as children who move with their
friends fare much better than those who move without. Research from Margretts (1997 in
O’Connor 2013) has identified the criticality of friendships upon children’s emotional well-being
and supporting of transitions; Dunn (1993 in David 2009) also discovered that children
remember friendships as being an important part of their personal transition processes. One

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particularly informative article regarding this subject is that by Peters (2003) in which she
researched children’s individual experiences during the transition to school, highlighting their
own comments and showing the child’s voice in the transitional process.
Although there is a plethora of information on how friends aid children’s transitional
experiences positively, close friendships during transitions cannot always be achieved for many
reasons; such as the school they may be attending or the child’s lack of development of close
relationships in their previous setting. McGuire (1991 in David 2009) found that nursery staff did
not always provide withdrawn children with the support which they needed in order to make
close friends and positive relationships before their move to school.
2.4.3 Parental Involvement
Parental involvement in children’s education and transitions is fundamental in the quality of
children’s transition experiences and has been recognised in a number of policies and initiatives.
According to Centre for Excellence in Children and Young People’s Services (2010) those
children whose parents show warm, affectionate relationships are statistically more likely to
show more interest and involvement in their children’s educational lives (David 2009). During
the transition from nursery to school, parents will need sufficient information and opportunities
to understand the school environment in order for the transition to be successful (Fabian 2014).
However, if the settings do not provide this information to parents, they may not all show a
willingness to gain this information themselves and therefore some children may be missing out
on vital parental involvement and support within a crucial period of their lives. Research has
suggested that children from lower socio-economic backgrounds are at risk of making less
successful transitions as parents are likely to be less involved in their children’s schooling
(Peters 2010). Settings should provide parents with written and verbal information regarding
transitions for them to gain a deeper understanding and knowledge of the process—this again
highlights the importance of adequate communication during these processes (Kellock and
Wainwright 2012 in Kay 2012).
2.5 What is Quality?
In order to understand what makes transitions work well and to understand what is meant by a
quality transition, it is important to define what is meant by the term ‘quality’. According to
Dahlberg et al (2007) quality is not a neutral word as it is a socially constructed concept; a

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product of enlightenment thinking. This is a modernist theory complimenting modernist ideas
of young children and early childhood institutions; the overall concept of Modernism views
childhood as a universal and biological phase, modernist sociology sees childhood as
pathological with a purpose for development. Many features of this concept filter throughout
more areas of childcare through the work of Piaget, Vygotsky, and Foucault, for example.
However, these definitions and the idea of quality as universal does not, with the definitions
about transitions emphasising the fact that children will all experience transitions differently
due to the many factors aforementioned, and therefore it is not a universal concept and fits
more with postmodern views (O’Connor 2013).
A postmodern view to transitions rejects previously universalizing transitional processes which
opens up new possibilities (Lubeck 1996) through holding an awareness and a reality that all
childhoods differ as they are socially constructed by themselves and the world around them
(Alloway 1997); they are more flexible and inclusive to individual children’s needs. In addition to
this, postmodernism in childhood embraces the idea of uncertainty and diversity in children’s
development, and therefore allows for the development of unique approaches to transitions for
children in a response to their individual circumstances (Ryan et al 2005). However, with
postmodern transitions, practitioners and educational institutions are required to think more
critically with regards to the children in their care, their individual needs, and development
(Usher and Edwards 1994).
To define the quality of specific transition processes requires research into the opinions and
experiences of those involved within the transitional process, which is where my research fills in
this gap. Quality is more important to institutions now than previously in society, the discourse
of quality has spread globally and is “wholeheartedly embraced” according to Williams (1994:5
in Dahlberg et al 2007). Quality is about reliability, dependability, predictability, and consistency
(Dahlberg et al 2007). In terms of transitions, Bayley and Featherstone (2013) note that there
are four key aspects which need to be approached sensitively and with quality: space, time,
people, and information, all of which are discussed above.
To conclude, Bertram and Owen (2007 in Appleby 2009) identify that quality in transitions is
characterised by staff members that are reflective practitioners committed to seeking to
improve their best. Therefore by participating in my research which intends to improve upon
practice through reflecting upon prior experiences, practitioners involved within the study are
already beginning to achieve quality within their setting.

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3 Methodology
The term methodology refers to different theoretical backgrounds to research and their
implications for practice (Clough and Nutbrown 2002), whereas the term research methods
refers to the range of techniques which may be used to acquire and analyse data in order to
create knowledge (Petty et al 2012). The research methods and techniques used throughout a
study will determine the theoretical background of the research.
When conducting research, the population refers to the subjects whom you intend to study on
a whole whereas sampling is the process of selecting a particular group of the aforementioned
subjects whilst ensuring they are representative and can be applied to a wider population
(Yount 2006 and Wisker 2009). With regard to this research, the population refers to anyone
within the settings involved in the most recent transition period; therefore, the sample for the
research includes teachers, parents and children.
When choosing a sample there are a variety of methods which may be used in order to gain a
sample which will be representative such as random sampling, purposeful sampling or
theoretical sampling (Mukherji and Albon 2010). Within my research I used two types of
sampling in order to determine my sample; random sampling for parents, children and
questionnaires handed out (Appendix 5), and purposeful sampling for the interview carried out
with a particular professional (Appendix 8).
There are two different theoretical approaches to research: the interpretivist paradigm and the
positivist paradigm; the positivist paradigm is philosophical position and scientific paradigm
which involves studying behaviour in the natural world (Livesey 2006). This paradigm gathers
numerical data, known as quantitative data, which is generally gathered through large samples
of questionnaires and surveys (Roberts 2012 and Have 2004). Alternatively, there is the
interpretivist paradigm which gains qualitative data through observations and interviews, for
example. These methods are used within interpretivism as they allow the researcher to be able
to gain a more in-depth knowledge and understanding of the underlying process, giving
reasoning and insight (Wisker 2009).
The research approach which I have decided to take for this particular piece of research is the
interpretivist approach containing elements of positivism; this is due to the methods in which I
intend to use and the data which will be collected. The primary data gathered within this

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research will be ascertained through a single interview, questionnaires and children’s drawings
and opinions; these materials and methods will provide my research with a mixture of
quantitative and qualitative data allowing for more in-depth exploration of the topic and results.
Linking to both to the above-mentioned paradigms; the mixture of the two research paradigms
will allow me to gain a professional perspective on my research question.
Prior to conducting any of this research, it is however important to consider ethical issues
including, but not limited to, consent. As a student researcher at the University of Derby, it is
important to consider ethics within my research, particularly following University of Derby
policies and codes of practice on research ethics, and the Data Protection Act 1998 (Gov.uk
2014). Before conducting any research, it was essential that as a student I completed an ethics
form to be approved, which involved highlighting all ethical concerns and ways to overcome and
support these. Once this had been completed, improved, and approved, I was able to gain
consent from the setting first of all, then from all participants and also provide a debriefing form
to all parties, as per advice from Nolan et al (2013).
Within my research there were a number of ethical issues raised regarding the chosen research
methods such as consent, confidentiality, and withdrawal from the investigation. Prior to
undertaking my research I needed to ensure that all potential ethical concerns throughout the
research had been addressed, for example, through handing out the aforementioned debriefing
forms (Appendix 7) and consent forms to participants (Appendix 1-4). These highlighted how
the research intends to be carried out and why it is important, asking for consent for the
participant to be involved, and also allows the participant to withdraw before a certain point in
the research.
One particular area for concern within my research is the involvement of children, their images
and ideas. Ethical research with children can be quite complex; consent needs to be gained
from both the parents of the children involved, and then the children themselves (Appendix 3-
4). Clarke (2005 in Walker and Solvason 2014) highlights that it is crucial that children consent
themselves as well as their parents consenting their involvement, this is due to children being
capable of doing so and being competent and active participants in the research (Flewett 2005
in Walker and Solvason 2014).
One research method which I have decided would be best suited to my research is interviews; a
humanistic, person-centric approach to gathering data (Morse 2002 in Fadyl and Nicholls 2013).

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Research interviews are a widely used research method which can be adapted in a variety of
ways to suit the research question and the situation (Fadyl and Nicholls 2013); they can also be
adapted to different theoretical approaches making them useful for a variety of situations
(Gabriem and Holtein 2001 in Fadyl and Nicholls 2013). Foucauldian discourse analysis
promotes the use of interviews within research as a method of inquiry which can generate
qualitative data for analysis, this can then be linked to the societal model as they provide
individual opinions and views for the research being undertaken (Foucault 1972 in Fadyl and
Nicholl 2013)—an aspect of my research which is of particular importance. Research interviews
are the most obvious method for gathering quality qualitative data for analysis (Silverman 2003
in Miller and Glassner 1997). However, philosophical and procedural complications could
potentially occur and then interfere with the researcher’s achievement in their aims and
analysis of the research, interviews can therefore be problematic due to this (Miller and
Glassner 1997).
One issue which I found prior to conducting the interview was that, although consent forms had
been signed and I had the participant’s approval, there would be issues with confidentiality as
due to their professional status, their position in the research would need to be acknowledged
to some extent. To overcome this, I ensured that prior to the interview, I discussed with the
participant that their name would not be used; however, their professional status would need
to be acknowledged and I therefore received their approval on this before continuing. A brief
description of my research was also encompassed into the letter handed out to participants
prior to receiving their consent; this allowed the interviewee to understand that questions may
provoke a response relating to specific cases, although as much if this was removed as possible
when creating the questions. Therefore, the interviewee is aware that those types of answers
regarding children or cases should be avoided.
Another issue which I found prior to the interview was that there could be potential bias or
feelings of judgement for the participant as they would like to believe that the work in which
they do is beneficial to the children and may only show a one-sided argument (Wisker 2009),
potentially affecting the reliability and validity of results (Maxwell 2002). To overcome this as
much as possible, I decided to use semi-structured interviews using a mixture of question types
as this may be more like a conversation and may therefore make the participant feel more
comfortable in sharing their views and opinions (Litchman 2013). Semi-structured interviews
have a set of pre-determined questions and areas of interest with prompts to guide the
conversation allowing for clarification upon the answers given; they are a more conversational

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approach which allows for flexibility whilst still having a basis and structure (Mukherji and
Albion 2010). During the production of the interview questions, I found the need to tailor the
questions to ensure that no questions led to an answer relating directly to specific cases or
children, as this would then require additional consent from other participants for this
information to be used within my results; therefore the questions asked were about the general
procedure and process.
Another research method which I feel is necessary to use for my research is questionnaires
which will be handed out to the parents of the children at the school who had recently been
involved in the transitional process. Questionnaires are defined by Sharp (2009) as a collection
of pre-formulated questions as a means of discovery, information can be gathered both quickly
and individually whilst allowing participants to remain anonymous throughout. Questionnaires
can gather quantitative or qualitative data, however, in my research I tailored my
questionnaires in order to gather both through using open ended, closed and multiple choice
questions (Kumar 2014). Using this mixture allowed me to gather quantitative and measurable
data whilst gaining qualitative data which can be used to gain insight on the questions
answered. The open-ended questions allow the participants to clarify, if they wish, their
previous answers whilst still remaining directed and focused. There may be some bias when
conducting questionnaires however I conducted my questionnaires to absolve as much bias as
possible and handed out pilot versions beforehand to ensure there were no mistakes and that
they were fit to send out to parents (Lavan 1993). With questionnaires, however, there is never
any guarantee that participants will agree, nor is there any guarantee that questionnaires will
be returned, potentially limiting the sample size. Prior to sending out my questionnaires, I took
note that I preferably like to receive a minimum response rate of 50% in which my expectations
were then exceeded when I managed to receive 60% response rate overall
Clark and Moss (2011) discuss that the mosaic approach is a method to research with children
which combines children’s drawings (Appendix 9) and child conferencing (Appendix 6), in this
case, together to create a rich combination of qualitative data for analysis. The mosaic approach
relies upon children being given both the time and the opportunity to express their opinions in
different ways (Clark and Moss 2011). Discussions with children and child conferencing are an
essential part of the mosaic approach as young children are personal experts in their own lives;
they are skilful communicators through both mark-making and communication (Clark and Moss
2005).

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Child conferencing, according to Clark and Moss (2005) is a child centred approach to research
providing a formal structure for talking to children about their institution. This method was
chosen as it fitted well with children’s drawings in order to more easily interpret meaning from
them, and also due to the relevance and importance of children’s own personal opinions within
this area of research.

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4 Statement of Results
(Figure 1) (Figure 2)
The quantitative data above (Figure 1 and Figure 2) shows the results for Question 2 of the
questionnaire (shown in Appendix 5) where the transitional process was rated on a scale of 1-10
with regard to how beneficial the process was deemed (where a score of 1 stood for the
process being deemed “Not at all beneficial” and 10 stood for the process being deemed
“Incredibly beneficial”) in order to address the aims of the research.
The variability of the data set described by the above five number summary is measured by the
range between the upper and lower quartiles (in this case 8 and 6) this shows that 50% of the
data is covered by scores between 6 and 8 (where a score of 10 stood for the process being
deemed “Incredibly beneficial”). Of the scores by parents whose scores were closest to the
median, half of them were therefore within 2 points of each other. This is reflected in the
histogram of response vs. number of respondents where the number of parents scoring
between 6 and 8 can be observed.

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(Figure 3)
The above pie chart shows the variety of common themes occurring in children’s images; 100%
of children’s responses through imagery were positive and related to factors previously
highlighted in the review of literature which can affect the positivity of a child’s transitional
process.
67%
28%
5%
Common Occurring Themes in Children's
Images and Responses
Friendships Teacher Other

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5 Analysis and Discussion
Qualitative and quantitative data from the research were gathered using a variety of methods,
highlighted in the methodology. This section of my research aimed to group the findings of the
different methods used into familiar, reoccurring themes within each method, using one
thematic analysis framework to identify themes in responses from participants (Braun and
Clarke 2006). The first stage involved reviewing all the data gathered, then grouping these data
into clear emergent themes in terms of any similarities using the aforementioned framework, in
order easier to locate and understand the data. Upon gathering information it was clear that
some key themes arose from the qualitative data collected; four themes were identified from
the data gathered: staff and key person relationships, time, friendships, and communication.
The first theme identified throughout was the positivity and quality of staff within the nursery
and the positive impact which this had upon children’s transitions. 80% of the 15 respondents
who had identified the process as beneficial to their child (Fig 1 & 2) primarily mentioned
nursery staff as the reason for their high score, with mention being given to their support and
positive relationships with their key children. Respondents praised nursery staff for their hard-
work and commitment to ensuring the readiness of the children, having prepared them for the
move to school, with particular emphasis on their sensitivity and support with regard to
children’s emotional development during the transition.
It was identified that children were given appropriate time to acclimatise to, and become
familiar with, their new surroundings, peers, and teachers. Children were also allowed time to
discuss the process with both staff members and school children from previous years’
transitions in order to gain a clearer image of what they are to expect when they move; this
initiative, according to the teacher interview, came from previous years’ parental responses and
comments which shows that the school is proactive when taking account of parental views in
children’s learning and education. This gradual introduction and movement corresponds with
that of Sherbert Research (2009) which found that early year’s practitioners need to give
children adequate time to adjust to the changes which will occur when transitioning to a new
setting. These two themes arose in the semi-structured interview which also highlighted the
same positive aspects of the process, and discussed that gradual introduction into the setting
allowed children time to adjust to the changes in curriculum content and relationships without
damaging their emotional development when compared to the potential damage caused by the
previous process used in which children had no gradual introduction into new settings. This

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information correlates directly with research from LoCasale-Crouch et al (2008) which found
that class visits, inductions, and more time in transition was associated with improved social
competence in children and was most beneficial when transitioning children from nursery to
reception. Overall, the semi-structured interview with the school teacher of the class in which
the children had transitioned into (Appendix 8), the qualitative information gathered, and the
parent questionnaires give insight into the positive responses of the questionnaire respondents.
“Some of the most effective practices are those that introduce children and young
people to the new school in advance, so that they know what to expect at the next
stage” (Centre for Excellence in Children and Young People’s Services 2010:35)
In support of the above, analysis of children’s images (Appendix 9) and responses has revealed
some commonalities in children’s experiences of the transitional process which Figure 3
reflects. 100% of children’s responses and images were positive, and all appeared to respond
positively to the child-conferencing approach. It can be observed that the two most common
themes within the images gathered were friendships with their peers, and a positive
relationship with their teacher—two aspects mentioned in the literature as factors which can
affect the transitional process positively or negatively depending on how they are approached.
The positive responses from children directly links with research from Galton et al (2003) which
found that primary students generally reported high levels of enjoyment in primary school.
Although it is crucial to identify what the positive aspects of the transitional process and what
components are beneficial to children, it is also essential to highlight which aspects were
disadvantageous in order to create recommendations for further research which may
potentially improve future transitions; these will be identified in more detail further in this
research document. 16% of questionnaire respondents did not believe that the process was
beneficial for their child and, although a small percentage, it is therefore important to
determine why to avoid these circumstances, themes or situations occurring in other
transitional processes and the identify how to overcome these negative aspects in order to
ensure that all children have the most successful and positive transitional experience from
nursery to school as is possible.
A small number of issues with the transitional process were identified from the data which are
also common themes collected through the thematic analysis as aforementioned. Respondent
comments within the questionnaire reported that improvements could be made with regard to

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the communication and organisation of the process. The most commonly occurring comments
from parents who scored low referred to a lack of clear communication and information
regarding specificities of the process which resulted in confusion. The theme of
miscommunication and inadequate communication was further highlighted during the
interview, which gave potential reasonings for and insights into the confusion; there was some
discussion regarding parents’ choice of the days in which their child would attend with regard to
their usual nursery days, payments, and subsequent issues with child: practitioner ratios in the
nursery if children were to attend on incorrect days.
Nonetheless, despite the confusion and communication issues highlighted within the
questionnaires and interview, the gradual introduction appeared to work better for parents and
children when compared to previous years’ according to data collected. With consideration that
the process was an initial trial run there are a few adjustments to be made which have been
deemed beneficial, including further preparation in order to reduce the communication issues
highlighted (Centre for Excellence in Children and Young People’s Services 2010). These issues
specifically need to be addressed with regard to this particular transitional process as both the
Every Child Matters Agenda (Department for Education 2003) and the ecological model
theorised by Bronfenbrenner (1979) suggest that good planning and preparation along with
communication and collaboration between all of the different parties involved are key elements
in creating a successful transition for children. According to Bryan et al (2007), where
communication was better, the transition programme was more successful and more beneficial
for all parties.
The discussion of findings together with the recommendations and limitations of the study will
interpret whether the common themes previously identified outline whether the process
worked well for the majority or whether there needs to be improvement overall to either the
transitional process in the view of the respondents, or to the method of data collection:
The qualitative and quantitative data gathered from all methods has been particularly useful in
the identification of ‘what works’ with regards to the transitional process used within the
specified school and whether the process if beneficial to children referring to the aims of the
research. The qualitative data collected correspond with the previously highlighted quantitative
data from the respondents overall views upon the process as it gives insight into both the
positive aspects of those who believed the process was beneficial, but also brings forward

21
negative aspects from those who did not believe it was beneficial therefore leading to
recommendations for improvements from questions three and five (Appendix 5).
The most useful of the findings was that the transitional process between nursery and reception
during the Early Years Foundation Stage was deemed beneficial by children and parents; this is
evidenced by the results of question 2 of the questionnaire. As shown by the boxplot and
histogram (Figure 1 and Figure 2) of these data it can be observed that 50% of scores fell
between 6 and 8 on a scale of 1-10 where 10 represented the transitional process as being
“incredibly beneficial”. The majority of parents therefore deemed the process as beneficial; this,
however, is in direct opposition to the views of Cowen and Burgess (2009) who contrastingly
found that parents did not find a staggered transitional process from nursery into school any
more beneficial to children and their families than an instant introduction and is also more time
consuming and confusing for all parties involved.
Despite the positive responses and an overall rating of ‘incredibly beneficial’ from parents rating
the process, there is consideration needed regarding the complexity of the changes made to the
process from previous years; many participants recorded that the process was beneficial but
needed improvement in certain areas as aforementioned in the theme of miscommunication
and inadequate communication. The major changes formed for this process of transitions have
been shown to be somewhat hard for parents to manage, especially around their own work
lives; contrasting directly with the idea that this is a framework created to allow for a more
flexible approach which fits around children and families lives. Is this therefore an effective
framework for all parties involved within the process or have the changes applied diminished
the quality of the transitional process?
5.1 Recommendations for practice and further research:
Issues in communication recorded throughout have led to an understanding that
communication is imperative to transitions and therefore leads to recommendations for future
research regarding improvements in communication and stronger links between establishments
(Fitzgerald 2012) in order to improve upon the process. A recommendation for further
transitions with regard to parental support and their views on the process would therefore be
to ensure that parents are given adequate written and oral information and advice as per
Fitzgerald (2012) and previously aforementioned information from Kay (2012) regarding factors
which affect the transitional process and the quality of this for children. Pianta (2004) suggests

22
that communication regarding the transition to school should be provided to children, parent
and families in the year before the children starts school continuing through to when they move
giving them ample time to understand the process. Furthermore, this information needs to be
easily accessible, helpful to parents and also provides essential, quality information to them in
correct terminology as not to alienate them (Fabian and Dunlop 2006). In addition to this,
Hartley et al (2009) suggests the use of information leaflets/pamphlets which provide the
essential transitional information on paper for parents to read in their own time to allow them
to understand the process better as if very little information is proved then parents can become
anxious (Peters 2010). These leaflets are then potentially able to be handed out in a variety of
languages to suit all parents and families in the setting and to therefore be more inclusive,
culturally responsive and postmodern about the overall process (Macfarlane et al 2007).
Although the negative aspects highlighted have led to recommendations for improvements, the
positive aspects may also subsequently lead to adaptations to future practice. A flexible and
staggered approach to transitions was highlighted throughout the research which adhered to all
children’s needs through inclusive practice rather than a ‘one-size fits all’ approach to
transitioning children. Childhood is commonly known to be a social construct as well as a
biological phase of life in which all children will pass through (Riley 2007); the idea that
childhood is socially constructed by society links directly with Urie Bronfenbrenner’s (1979 in
Clark 2013) ecological model of childhood which establishes that children’s lives are entrenched
within society and therefore children’s life chances are affected by their surroundings and the
community in which they grow up. Bronfenbrenner (1917-2005) is often referred to as ‘the
father of transition studies’ and therefore his ideas relating to the ecology of human
development are essential to this research (Brooker 2008:5; O’Connor 2013:45).
Although the dominant discourse of early childhood is of developmental psychology from a
modernist perspective, the framework of the transitional process in the school within the
research fits with a postmodern perspective, divided from the dominant discourse in society.
The process is flexible and understands that all children and families lives may differ, fitting with
a social constructivist ideology which investigates individuals and the ways in which they
participate and then transforming this into everyday society (Zwozdiak-Mayers 2007); not all
children will share the same experiences during their childhood even though there are some
very clear, universal characteristics, and there needs to be a common awareness of this within
settings reflected within their curriculum and frameworks for transitions to be of a higher
quality (Clark 2013). These ideas fit with the postmodern perspective in which the setting

23
embraces diversity and uncertainty in children’s development which therefore settings can
adapt unique approaches to early childhood education and care, such as those used by the
school within this research (Ryan et al 2005), compared with a modernist perspective which
follows the same route for all children which then sets unachievable tasks (Dahlberg et al 2007).
Early years practitioners have an obligation to ensure that their practices are inclusive to all
children and that they are integrated into the setting equally (Borkett 2012), reflecting upon
current practices, as this research has done, allows practitioners and settings to instigate
changes to their transitions in order to meet the needs of all children. Booth and Ainscow
(2004) discuss that reflection upon current transitional practices within settings and the policies
involved within this allows practitioners to be responsive to the changing needs of families and
children ensuring that they adhere to their individual circumstances, linking therefore to a
postmodern approach to early childhood education and care.
Upon reflection, a modernist approach to transitions where all children will transition in the
same way is likely to be less effective than a postmodern approach which is more inclusive to all
of the children within the process and their individual needs. The transitional process used
within the school in this research fits with the postmodern perspective on childhood, allowing
families to work around their routines and personal lives in order for the process to work best
for them with a greater personalisation of learning within the transitional process (Centre for
Excellence in Children and Young People’s Services 2010).
5.2 Limitations of the study:
Centre for Excellence in Children and Young People’s Services (2010) discussed that most ‘what
works’ studies only carry out short-term follow-ups to children within transitions and therefore
research understands very little about the long-term outcomes of children’s development and
learning from the transition process in hand. Therefore in future research within this area it may
be essential to ensure that the research is longitudinal to gain an in-depth understanding on not
only the short-term effects of the process, but also the long-term effects on children’s holistic
development.
However, in order to achieve the above outcomes for research there needs to be longer
deadlines and times to achieve the desired results for the research; this study was undertaken
over a short period of time and therefore cannot adequately achieve a fuller picture of the long-

24
term effects of several different transitional processes to gain a richer and broader
understanding of ‘what works’.

25
6 Critical Reflection on Findings
Upon reflection, the project overall has impacted how I will work with children through
transitions and has also played a role in my future career planning and employability from skills
gained; generally, educational experiences have the ability to prepare adults for their role as
employees (Pellegrino and Hilton 2013). The project itself and the process of producing it has
allowed myself, as a researcher, to build upon and develop new transferable skills and abilities
which subsequently allows for the development of my full, academic and professional
development (Pellegrino and Hilton 2013); skills developed through the production of this
research include those such as deeper learning, career readiness and persistence along with
other essential capabilities such as creativity and ethics which are equally as important to
success. I have developed many traditional academic skills and cognitive competencies
throughout this project including reasoning, innovation and information literacy; these skills,
although academic, can be applied to practice and in educational settings as they are
transferable and also essential within transitions (Quality Assurance Agency 2007). Through all
of these skills developed in this research, I have become more capable of taking my learned
knowledge of the subject from literature and findings and am able to critically reflect upon this
and apply the recommendations and outcomes to new situations; the development of this
deeper learning allows for transferable knowledge and expertise (Pellegrino and Hilton 2013).
As a practitioner, the findings of the research have been particularly useful for my own personal
development as I have been able to understand the importance of successful transitions, the
factors involved and the role in which practitioners play in these changes. Transitions have been
understood to be difficult for both children and families, the research undertaken has
highlighted that practitioners need to provide reassurance to parents through means of
excellent communication (Dalli 2002 in Fitzgerald 2012). Negative transitional experiences can
potentially result in children showing certain disruptive behaviours in order to cope with
change; these behavioural can not only affect that child’s development but can also negatively
impact other children’s development (O’Connor 2013). The act of reflecting upon transitions, as
this research has achieved, allows myself as the researcher and early year’s practitioners to gain
empathy for children and their families whilst gaining understanding of their different transition
experiences and therefore allows for identification of areas for improvement (O’Connor 2013;
Dockett and Perry 2001).

26
The research has highlighted that a flexible, staggered approach to transitioning children from
nursery settings to reception in school works well in adhering to children’s individual needs
(Fabian and Dunlop 2007) and therefore allows the nursery and practitioners within this to
become more inclusive within their practice, therefore fitting with a postmodern approach of
transitioning where children are integrated into the setting equally (Ryan et al 2005, Borkett
2012). Flexibility and inclusion are key aspects of successful transitions according to the
research findings and therefore it is essential that I too look at policies regarding these factors in
order to build upon my personal knowledge of the subject area (Borkett 2012, Petriwskyj 2009).
As a practitioner I have gained a plethora of information regarding both successful and
unsuccessful factors involved when transitioning children into reception and therefore I have
gained knowledge upon what works best, as per the aim of the research and can apply this
directly into practice; an understanding that childhoods may differ and therefore changing
practice accordingly in a quality skill gained from the study of early childhood studies according
to the Quality Assurance Agency (Quality Assurance Agency 2007). The process of undertaking
the research and from information gathered from this has given me the courage and confidence
to create recommendations for further research and practice which are evidence based and has
therefore increased my employability in the ECEC sector due to my significantly widened
understanding of the factors involved within and the positive aspects of transitioning children.
From the research and the recommendations highlighted previously I feel like it is essential that
I am able to take responsibility and improve upon my own communication skills within practice
to ensure that I can support all children and families. Transferable skills, highlighted as 21st
century skills by Pellegrino and Hilton (2013), such as communication and collaboration are
essential skills developed from the outcomes of this research which I can use as a practitioner in
settings to improve upon the quality of transitional experiences for children and their families;
development upon a transferable skill gained from the research can then lead to curriculum
change (Sumsion and Goodfellow 2007).
From reflecting upon my own experiences, throughout this section of the research I have been
able to synthesise my thoughts and actions; developing skills and adapting my own personal
behaviours as a practitioner in order to enhance my professional practice within early childhood
settings according to the research findings (Bolton 2010 in Kellock and Wainwright 2012). This
awareness of one’s own behaviours and the ability to adapt this to situations is known as
metacognition in which a researcher has developed the ability to reflect upon learning and

27
findings and make reasonable adjustments to practice accordingly (Pellegrino and Hilton 2013,
Fogarty 1994). Metacognition is particularly important in current educational practices within
society as there is constant increasing pressure placed upon early years practitioners on the
quality of care and education that they are providing to children; the process of metacognition
allows practitioners to therefore be more aware of their own behaviours and adopt behaviours
which link directly with quality care and education, for example, communication which is listed
as a quality aspect from the results of this research paired with the literature reviewed
(McAlpine et al 1999).
All of the above clearly shows that I have a strong understanding of and focus upon early
childhood education and care and the implications in which factors of this may have for
educational practice (Quality Assurance Agency 2007) whilst showing that I possess necessary
skills in which employers look for in graduates from an early childhood education programme
(Prospects 2016).

28
7 Summary
Overall, the transitional process between nursery and reception during the EYFS was deemed to
be beneficial by those involved which has been evidenced by results shown in the statement of
results section. The primary aim of the research was to investigate the quality of transitions
from nursery to reception during the EYFS with particular emphasis upon parental perceptions
of the process and children’s voices throughout; worthwhile factors which ensure successful
transitions were also intended to be identified. I believe that through all of the areas identified
the research aims have been achieved which can be evidenced through the discussion and
analysis; contrasting views regarding processes have been highlighted through questionnaire
results and thematic analysis, comparisons made between results and literature have been
clearly obtained and highlighted throughout which clearly shows quality aspects of transitions
on a whole and the particular process therefore addressing all research aims and objectives
aforementioned.
One main element and theme highlighted throughout the literature review and also in the
analysis and discussion of results regarding successful transitions was the importance of
adequate communication skills. This was identified as not only a factor which diminished the
quality of the process but also a factor which improved upon it; communication and the verbal
and non-verbal skills involved are essential to transitions with children and have been shown
throughout the findings to be both positive and negative toward transitional experiences for
children and families (Broström 2002). Excellent communication skills throughout directly
corresponded with the quality of the staff within the nursery and their role in children’s
successful transitions; supportive staff with positive relationships with parents and children are
often excellent communicators regarding the process and those parents with good relationships
with staff members were seen to enjoy the transitional process and find it more beneficial
compared to parents with less positive relationships with their child’s key worker and other staff
members.
Quality was defined within the literature review as being defined by opinions and experiences of
those involved within the process (Dahlberg et al 2007), whilst involving four key aspects:
quality, space, time, people and information (Bayley and Featherstone 2014). I feel that my
research has been able to identify what a quality transition involves through questioning those
involved on their opinions and also giving the children involved a voice; the research also
encompassed areas of all four of the aforementioned key aspects of successful transitions

29
throughout the analysis and discussion of findings. Quality, however, was conclusively identified
and characterised by staff members that are reflective and committed to seeking to improve
their best; the staff within the research had been shown to be excellent within their role in
transitions and through participation in the research have been able to show their commitment
to reflecting upon their own work and experiences to improve the transitions of children within
their care.
Early years practitioners are obliged to be inclusive in all areas of their practice, this includes
transitions and ensuring all children are integrated into the setting equally and according to
their individual needs; changes can be instigated regarding the process according to the needs
and wishes of families when adopting an inclusive approach (Borkett 2012). A postmodern
perspective to transitions embraces the diverse nature of children and families’ lives within
society and therefore allows children to adapt to the setting according to their own personal
needs through the implementation of unique, inclusive approaches to early years transitions
compared with previous modernist approaches used within UK schools which is likely to be less
effective for the majority (Ryan et al 2005, Dahlberg et al 2007). Furthermore, a postmodern
approach which is adapted to the needs, routines and personal lives of children and their family
in the early years is more likely to be beneficial and favoured by those involved as it is
personalised to their own needs (Centre for Excellence in Children and Young People’s Services
2010).
The research undertaken helps to fills in literature gaps previously aforementioned regarding
children’s voices and factors involved within successful and unsuccessful transitions (Peters
2010). However, despite the promising results acquired from this research, additional research
may be required into different transitional processes compared to one another to be able to
equally develop a fuller picture; it is important that more areas of transitions are studied to
create a more accurate comparison and understanding of ‘what works’ (Centre for Excellence in
Children and Young People’s Services 2010).
To conclude, all of the data collected from the research has been beneficial to research into
EYFS transitions and the information gathered can also be applied to various transitional
situations and experiences, for example, when moving rooms in a nursery setting. The data
collected allows for a clearer understanding of what works best for children and families in
transitions during the EYFS with emphasis upon flexibility, inclusion and the implementation of a
postmodern approach to transitions (O’Connor 2013).

30
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9 Appendices
9.1 Teacher Interview Consent Form
Dear Teacher,
I am a student researcher at the University of Derby that wishes to carry out research into the
transition process from nursery to reception; I intend to use the research gathered to further
the findings upon quality in transitions.
If you wish to consent to being involved within the research, it will involve an interview with
you, yourself as someone that can provide essential information with regards to the transitional
process. The interview will keep all of your personal data anonymous and your responses will be
used in a final research publication. However, with your professional position as the only Key
Stage One teacher within the school, some information will be identifiable by default.
Please appreciate that if you do with to participate, names and specific cases or children must
not be mentioned where possible within your responses to questions, due to confidentiality and
ethical considerations.
All data within this research will remain confidential and will comply with your setting’s policies
and procedures regarding confidentiality, data protection and student participation in research.
If you choose to participate and you then wish to withdraw from the research, you may do so by
01/01/2016 and you can do so by contacting myself via email: t.buckley1@unimail.derby.ac.uk
Please tick the relevant boxes regarding your participation in this research and sign below:
Please tick here if you wish to be involved within the research:
Please tick here if you DO NOT wish to be involved within this research:
Participant Signature ____________________
Student Researcher Signature ___________________

38
9.2 Parent Questionnaire Consent Form
Dear Parent,
If you wish to consent to being involved within the research, it will involve an questionnaire sent
out to with you, as someone that can provide essential information with regards to the
transitional process. The interview will keep all of your personal data anonymous and your
responses will be used in a final research publication.
Please appreciate that if you do with to participate, names and specific cases or children must
not be mentioned where possible within your responses to questions, due to confidentiality and
ethical considerations.
All data within this research will remain confidential and will comply with your setting’s policies
and procedures regarding confidentiality, data protection and student participation in research.
If you choose to participate and you then wish to withdraw from the research, you may do so by
01/01/2016 and you can do so by contacting myself via email: t.buckley1@unimail.derby.ac.uk
Please tick the relevant boxes regarding your participation in this research and sign below:
Please tick here if you wish to be involved within the research:
Please tick here if you DO NOT wish to be involved within this research:

39
9.3 Parent Child Consent Form
Dear Parent,
As part of my research, I will need to ask some children to draw me an image of what they enjoy
about school and then ask a few questions about their experiences of moving from nursery to
reception and how they found the experience in order to gain ideas and different perspectives
upon the research.
No personal details of your child will be noted or used within the research and it will remain
completely anonymous in all areas.
Prior to undertaking research with your child, I will need consent from you as their parent and
will also gain their own consent beforehand.
Please tick here if you wish for your child to be involved within the research:
Please tick here if you DO NOT wish for your child to be involved within this research:
Parent Signature ____________________
Student Researcher Signature ___________________

40
9.4 Child Consent Form
Would you like to draw a picture of what you like about
school?
Please colour your answer
Yes 
No 

41
9.5 Questionnaire
1: Did your child take part in the NEW transitional process run by the school in conjunction with
the nursery?
Please tick:
Yes No
2: In a scale of 1-10 how beneficial did you feel the process was in terms of your child’s holistic
development? Please tick where appropriate:
1. Not at all
beneficial
2. 3. 4. 5. Neither 6. 7. 8. 9. 10. Incredibly
beneficial
Please explain:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______________________________
3: Do you feel that the process could have been improved in the future? If so, why?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______________________________
4: In your opinion, how well do you feel that your child’s nursery prepared your child for the
transition into school? Please explain.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______________________________
5. Do you feel that any improvements could have been made by the nursery to prepare your
child for school?
Yes No
Please expand:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______________________________

42
9.6 Child Conferencing
1: What can you tell me about the image that you have drawn?
2: Do you enjoy your new school?
3: What is your favourite oat about your new school?

43
9.7 Participant Information Sheet
Participant Information Sheet
The research being undertaken aims to investigate the quality of the transition from nursery to
key stage one in a sub-urban setting by exploring contesting views regarding transitions from
nursery to school and the range of different ways of doing things and making comparisons
between the quality of the process. This area of research is particularly important to me, as
having experienced this transition from a variety of settings, it is clear to see that there are a
wide variety of ways in which the transition process is approached throughout settings.
Therefore, some children and families will be experiencing this transition process in better light
than others, having an impact upon their holistic development and ultimately, their identity
throughout this process
As a student of the University of Derby, I will be conducting the research myself as part of my
independent study. No personal information of any participants will be collected and therefore
all information within the research will remain anonymous. Only myself will have access to the
information gathered throughout this research and all information such as questionnaires will
be destroyed before graduation in 2016.
If you are a participant in the research then you will be given a consent form to complete
containing information on your participation and right to withdraw and how to do so.
If you would like to find out more about how this little project is able to make a difference to
children then you can contact me on:
T.buckley1@unimail.derby.ac.uk
Thank you
Terri Buckley

44
9.8 Teacher Interview Questions
1. Could you briefly describe the new transitional procedure run at the school in
September?
2. Do you believe that it was beneficial to children?
3. Were there any limitations to this approach compared with previous approaches
used?

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