An exploratory study of the views of teachers and educators regarding the transition of children from outdoor pre-school settings to primary school

Whilst all early years settings and junior classes in primary school adhere to the Aistear Curriculum Framework, there are concerns regarding the different understandings and approaches and how these impact on the transition experiences of young children, in particular those children who transition from ‘outdoor only’ settings.<br><br>Based on focus groups and interviews, this thesis explores the views and experiences of early years educators and primary school teachers regarding the transition of young children from their ‘outdoor only’ preschool settings to junior infant primary schools.

Using concepts derived from sociological approaches to understanding childhood, agency and the role of play, and different curriculum positions, the findings reveal that despite the difference in ethos and approach between ‘outdoor only’ early years provision and the primary school settings, and the lack of a joined-up approach, young children appear to manage the transition well. Although there appeared to be nodetrimental impacts on children’s adjustment, and there is evidence that they demonstrated resilience, independence and resourcefulness, the findings do also highlight the need for a joined-up approach in the delivery of the Aistear curriculum framework and for a coordinated and collaborative response to facilitate the transitions of children from early years settings to primary school.