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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 Childrens 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 childrens 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 Peoples 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 childrens

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 childrens 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 childrens 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 Einarsdttir [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 OConnor 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 childs 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 childrens

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 (OConnor 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

years transitions for children according to Dorothy Y. Selleck (2006 in OConnor 2013).

Most attachment theories emphasise different patterns and the quality of childrens

relationships then the impact of this upon childrens identities; for example, Bowlby (1988 in

Jackson and Needham 2014) explains the importance of young childrens 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 OConnor

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 childrens 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

OConnor 2013) has identified the criticality of friendships upon childrens 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 childrens individual experiences during the transition to school, highlighting their

own comments and showing the childs voice in the transitional process.

Although there is a plethora of information on how friends aid childrens transitional

experiences positively, close friendships during transitions cannot always be achieved for many

reasons; such as the school they may be attending or the childs 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 childrens education and transitions is fundamental in the quality of

childrens transition experiences and has been recognised in a number of policies and initiatives.

According to Centre for Excellence in Children and Young Peoples Services (2010) those

children whose parents show warm, affectionate relationships are statistically more likely to

show more interest and involvement in their childrens 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 childrens 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 processthis 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 (OConnor 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 childrens needs. In addition to

this, postmodernism in childhood embraces the idea of uncertainty and diversity in childrens

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 childrens 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 researchers 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 participants 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 childrens 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 childrens drawings in order to more easily interpret meaning from

them, and also due to the relevance and importance of childrens 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 childrens images; 100%

of childrens responses through imagery were positive and related to factors previously

highlighted in the review of literature which can affect the positivity of a childs 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 childrens 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

childrens 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

childrens learning and education. This gradual introduction and movement corresponds with

that of Sherbert Research (2009) which found that early years 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 Peoples Services 2010:35)

In support of the above, analysis of childrens images (Appendix 9) and responses has revealed

some commonalities in childrens experiences of the transitional process which Figure 3

reflects. 100% of childrens 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 teachertwo 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 Peoples 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

childrens 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 Bronfenbrenners (1979 in

Clark 2013) ecological model of childhood which establishes that childrens lives are entrenched

within society and therefore childrens 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; OConnor 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 childrens 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 Peoples Services 2010).

5.2 Limitations of the study:

Centre for Excellence in Children and Young Peoples 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 childrens 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 childrens 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 childs development but can also negatively

impact other childrens development (OConnor 2013). The act of reflecting upon transitions, as

this research has achieved, allows myself as the researcher and early years 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 (OConnor 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 childrens 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 ones 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 childrens 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 (Brostrm 2002). Excellent communication skills throughout directly

corresponded with the quality of the staff within the nursery and their role in childrens

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 childs 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 Peoples Services

2010).

The research undertaken helps to fills in literature gaps previously aforementioned regarding

childrens 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 Peoples 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 (OConnor 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 settings 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 ___________________

mailto:t.buckley1@unimail.derby.ac.uk

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9.2 Parent Questionnaire Consent Form

Dear Parent,

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 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 settings 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:

mailto:t.buckley1@unimail.derby.ac.uk

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9.3 Parent Child Consent Form

Dear Parent,

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.

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 ___________________

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9.4 Child Consent Form

Would you like to draw a picture of what you like about

school?

Please colour your answer

Yes

No

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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 childs 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 childs 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: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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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?

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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 a