Relationships first: prioritising wellbeing in early learning transitions

Transitions into early childhood education and care (ECEC) are about more than enrolment forms and drop-off routines. At their core, they are relationship-rich moments that shape how children and families experience the start of their learning journey.

When families begin their early learning journey, the decision to enrol a child in care is often accompanied by a complex mix of logistical planning and emotional adjustment. While understanding fees, navigating the Child Care Subsidy (CCS), and coordinating routines are all part of the process, what matters most is children feel safe, connected and understood.

Evidence from practice and research continues to affirm the importance of relationships in supporting children’s positive development and wellbeing. Secure attachments formed in the early weeks of care can influence how children adapt to new environments, build confidence and engage in learning over time.

ECEC professionals play a central role in supporting this transition. By creating welcoming, predictable environments and responding to children’s cues with warmth and consistency, educators help build the foundation for trust. Approaches such as assigning consistent key educators during orientation, using visual cues or comfort routines, and gradually increasing attendance hours may assist in supporting both the child and their family.

For families, the experience of entrusting their child to others for the first time can be both significant and emotionally charged. Services that take time to listen, acknowledge these feelings and offer clear, regular communication are more likely to foster confidence and connection. This might include sharing daily updates, inviting family voice during orientation, or tailoring settling plans to suit each child’s needs.

Starting and settling into child care can be challenging for many children. Simple strategies such as preparing children in advance, introducing short sessions before full attendance, and involving families in the settling process can make a difference.

Services may also consider how broader inclusion strategies such as incorporating home languages, reflecting family-centred cultures in the environment, or partnering with local support networks can further strengthen the child–family–educator relationship during transitions.

Children’s behaviour may shift during transitions as they adapt to new routines. The Raising Children Network offers guidance on managing behaviour changes during transitions, reinforcing the value of calm, predictable environments.

Underlying all of this is the understanding that strong relationships drive development. When children are supported by adults who respond to their needs with care and consistency, they are more likely to engage positively with their learning environment.

The importance of relationships is also reflected in national frameworks. The National Quality Framework (NQF)positions children’s wellbeing and relationships as central to quality care, while the Early Years Learning Framework (EYLF) recognises secure, respectful and reciprocal relationships as a foundation for belonging, being and becoming.

The transition period offers more than just a start to care, it creates a powerful opportunity to form enduring partnerships between families and services. These relationships, grounded in mutual respect and collaboration, support children’s learning and wellbeing well beyond the first few weeks.

When services prioritise connection, consistency and communication during transitions, the benefits are far-reaching. Children are more likely to develop confidence and security, families feel respected and included, and educators are better placed to support children as relational professionals.

In a sector focused on quality outcomes, prioritising wellbeing during transitions isn’t just good practice – it’s essential.