QIP Nudges


By December 14, 2021 No Comments

Welcome to our weekly quality improvement support series for 2021.

“It’s our polite nudge in the ribs to help you and your team stay organised and on task.”

This week’s subject is Transitions

Element 6.2.1: Transitions

Continuity of learning and transitions for each child are supported by sharing information and clarifying responsibilities

Transitions include periods where children move and adjust to different spaces with different people, routines, experiences, settings and expectations. The key to an effective and smooth transition is where children and their families, no matter what your local context may be, feel secure, accepted, supported, positive and familiar with the new environment they are transitioning into.

The topic of transitions becomes especially relevant at this time of year (as well as the beginning of the year) whether it be because we:

  • enroll new children into the service for next year
  • prepare children to transition to the next room
  • prepare children to transition from early education settings to primary school
  • welcome children from early education settings into out of school hours settings

All of the above transition types require careful planning to ensure that the transition process meets the needs of the children and families and supports a smooth transition that minimises any stress put on children, families and educators.  

Transitions, including from home to early childhood settings, between settings, and from early childhood settings to school, offer opportunities and challenges. Different places and spaces have their own purposes, expectations and ways of doing things. Building on children’s prior and current experiences helps them to feel secure, confident and connected to familiar people, places, events and understandings. Children, families and early childhood educators all contribute to successful transitions between settings. EYLF P.19

How does your service strategically plan to support smooth transitions for children and families?

Consider some of the following strategies as part of your plan to support children/families when starting at a new service:

  • Allocate a key educator to each new child and organise your rosters to ensure they are available to support the child each morning that the child attends the service. 
  • Include a learning story in the enrolment pack which has a photo and an introduction to the key educator as well as an introduction to the educators in the child’s allocated room. The story should include details of the process of being dropped off at the service and saying “goodbye” to their parent/guardian. 
  • Ensure that educators are available during arrival and departure times to welcome and farewell children and their families. It’s a good idea to have additional educators available during these times, particularly at the start of a new year when many children are starting at new services.
  • Use the information provided by families about the child’s interests and have these resources/experiences readily available when they arrive at the service.
  • Provide families with an update on how their child has settled during the day for their first few days/weeks to support them to feel at ease. 
  • Consider implementing a buddy system, partnering an older child with a younger child to help support them when starting at the service (school age care)

Consider some of the following strategies as part of your plan to support children when transitioning to a new room:

  • Schedule orientation visits to the new room to allow the child to become familiar with the educators and the new environment
  • Make the transition occur slowly and over time, allowing the child to spend some time in their new room gradually before moving them on a full-time basis
  • When grouping children at the start and end of the day, utilize different rooms at the service so that children are used to being educated and cared for in other learning environments at the service.


Plan Effective Transitions for Children (In ECEC services)

ACECQA Newsletter: Transition to school

Transition to school

Strategies to help children transition through their day

Within System7 go to Quality Area 6/ Modules 14, 15, 16 & 17 to submit self-assessment notes and if required, open a QIP issue if you identify any areas of improvement.

Resources, NQS Element, Regulation and System7 links

National Quality Standard – QA 6/ 6.2.1- Transitions 

National Regulations – 7576168

System7 Module – Quality Area 6/ Modules 14, 15, 16 & 17

If you have any questions send us a note via the Contact page here!