Strengthening positive transitions in early childhood: What Queensland’s latest research means for ECEC services

The Queensland Government provides a comprehensive suite of transition resources, including the Transitions Literature Review, Transitions Position Statement and supporting implementation guidance. Together, these publications offer a contemporary, evidence-informed framework to strengthen transition practices from birth to Year 12.

For early childhood education and care (ECEC) services, the message is clear: transitions are not isolated events, but continuous, relational processes that influence children’s identity, wellbeing and sense of belonging.

As outlined in the Position Statement, “transitions are continuous, relational processes that shape every learner’s sense of identity, belonging, wellbeing and engagement”.

The research reinforces that transitions extend beyond major milestones such as starting school. They occur both vertically (between settings) and horizontally (throughout daily experiences), including movement between rooms, educators, routines and community contexts.

The literature review highlights that some transitions may be less visible, particularly when new environments lack familiarity for children and families. These ‘invisible’ transitions require intentional planning and responsive support to ensure children feel secure and included.

For ECEC services, this underscores the importance of predictable routines, responsive relationships and environments that support continuity and reduce uncertainty.

Across all resources, relationships are consistently identified as central to positive transition experiences. Strong, trusting connections between children, families and educators support engagement, wellbeing and a sense of belonging.

The Queensland commitment to transitions emphasises that positive outcomes are achieved when “families, schools and communities work together”.

In practice, this includes:

• establishing respectful, ongoing partnerships with families
• supporting children to form secure attachments with educators
• collaborating with schools, outside school hours care (OSHC) and allied services
• recognising families as active partners in decision-making

This aligns with the National Quality Standard (NQS), particularly:

• Quality Area 5: Relationships with children
• Quality Area 6: Collaborative partnerships with families and communities

A key commitment within the Position Statement is to honour each learner’s unique strengths, identity and context. The literature review highlights that culturally responsive transition practices strengthen belonging, continuity and engagement.

Effective approaches:

• affirm children’s cultural identity and lived experience
• support continuity between home and the service
• recognise the role of family, community and Country
• incorporate children’s voice and agency in transition planning

The research also emphasises that children are active participants in transitions, bringing existing knowledge, relationships and capabilities from birth.

Continuity is identified as a key factor in successful transitions. Rather than focusing on narrow concepts of ‘school readiness’, the research advocates for approaches that build on children’s existing strengths and learning.

Continuity is strengthened when:

• information is shared meaningfully across settings
• transition statements are used to inform practice
• pedagogical approaches are aligned where possible
• children’s prior knowledge and experiences are recognised

ECEC services play a central role in supporting this continuity through play-based learning, responsive pedagogy and intentional teaching.

The Position Statement highlights the importance of using evidence and reflective practice to strengthen transitions over time. Services are encouraged to adopt a culture of inquiry, drawing on data, family feedback and children’s perspectives to inform decision-making.

Recommended approaches include:

• documenting children’s learning and transition experiences
• engaging in ongoing critical reflection
• participating in professional learning and cross-sector collaboration
• using tools such as transition audits and action plans

This aligns with continuous improvement expectations under the National Quality Framework (NQF).

The research positions ECEC services as central to achieving positive transitions across the learning continuum. Strengthening practice requires a deliberate, whole-service approach that prioritises relationships, inclusion and continuity.

Key considerations for services include:

• prioritising secure, respectful relationships
• embedding culturally responsive practice
• supporting continuity of learning and development
• tailoring transition approaches to individual children
• strengthening cross-sector collaboration
• using evidence and reflection to guide improvement

Queensland’s transition framework reinforces that positive transitions are a shared responsibility across educators, families, schools and communities.

For ECEC services, this work is already embedded in everyday practice. The latest research affirms the sector’s critical role and provides a strengthened evidence base to support intentional, consistent and responsive approaches to transitions from the earliest years.

Reference

Queensland Government - Queensland’s commitment to positive transitions, available on their website.