You may have heard the phrase “A transition is not an event – it is a process.”
But what does this really mean in an early years context, and is it truly such a big deal? The short answer is yes, it really is.
 

As adults, we move through multiple transitions every day: from home to work, from one task to another, from busy moments to quieter ones. Over time and through experience, we develop strategies to manage these changes. Even so, some transitions can still feel stressful or overwhelming. Now imagine how transitions might feel for young children.
For young children, however, transitions are experienced very differently. They are developing emotional regulation, language, social understanding, and coping skills all at the same time. What may seem like a small transition to us, such as moving from playtime to tidy-up time or from outdoors to snack time, can feel significant and unsettling for a child.
As educators, we should not assume that transitions are easy simply because they are familiar to us. Children need support, guidance, and gentle coaching to move confidently from one experience to the next.

When transitions are not managed effectively, they can have a noticeable impact, not just on individual children but on the overall flow of the day. Poor transitions can affect children’s emotional wellbeing, influence behaviour and engagement, and change the atmosphere of the entire room.
One issue frequently identified in Tusla inspection reports as non-compliance is how transitions are handled, particularly when children spend long periods waiting, such as waiting for everyone to finish washing their hands before snack time. These “dull moments” often lead to disengagement and, in some cases, challenging behaviour,

Following the most recent Aistear updates, transitions are now recognised as a key principle of high-quality early years practice. This highlights their importance in supporting children’s learning, wellbeing, and sense of belonging throughout the day.
Transitions also offer wonderful opportunities to connect with children. Simple, engaging activities, such as singing familiar songs while washing hands, playing word games while lining up, retelling a favourite story, blowing bubbles, or movement games,  can transform potentially stressful moments into calm, enjoyable ones. These small interactions help children feel secure, engaged, and supported, while also strengthening relationships between educators and children. Thoughtfully planned transitions, along with strategies to reduce waiting times and keep children meaningfully engaged, help them move through their day calmly, confidently, and happily.

As educators, our role is to think ahead and plan for these moments. By considering how to reduce waiting times and keep children meaningfully engaged during transitions, we can significantly improve the daily experience for everyone. Simple strategies such as singing songs, blowing bubbles, playing movement games, or storytelling can make a big difference.

f you would like to explore practical strategies for supporting smoother, calmer transitions, join our upcoming webinar:
Smooth Transitions: Building Calm and Confident Early Years Routines 
Nicola Erasmus will share practical tips, ideas, and real-life strategies to help you create positive transitions that support both children and educators.
https://www.canavanbyrne.ie/training/detail/smooth-transitions-building-calm-and-confident-early-years-routines  

We also offer an e-learning course titled Transitions Within the Daily Routine, available to purchase on our website:
https://www.canavanbyrne.ie/training/detail/transitions-within-the-daily-routine