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Supporting babies' transition to early years

Blog
Richard Knight
16 Jun 2025

When children begin their early years foundation stage (EYFS), they will need to adjust to an early years nursery setting; each provider will have their own settling-in policy and might approach the settling-in process differently.

There will be similarities between groups, and some procedures will undoubtedly be familiar. Starting a nursery is a huge event, and most group providers and childminding professionals will agree that there is, on average, a two- to four-week settling-in period. As early years educators, we must remember that this isn’t linear or rigid because all children, especially the very young, will cope with change and new experiences in their own way, and some do better than others. It is important to consider this transition into EYFS and understand that it is a time when families and the key person need to work together in true partnership to meet children’s changing emotional needs.

Why do quality transitions matter?

Positive transition experiences help babies and toddlers cope with change throughout their lives. Key elements for educators to think about for an effective and seamless early years transition into nursery can include:

• The unique child – Recognising that each child is unique in their temperaments, learning behaviours, experiences and development stages.

• The key person – Having an individual present to help create a strong, building relationship with the child and their family, providing a reliable point of contact.

• Change management – Introducing new routines and environments in a considerate and gradual manner, helping children to anticipate changes.

• Communication – Interacting openly and regularly with parents and caregivers to ensure the child’s needs are met, ensuring effective collaboration.

• Coherence and continuity – Maintaining a consistent learning environment and seamless experience for the child at home and in the early years setting.

The nursery transition should be seen as a gradual process – not an event. The individual child’s needs should be considered throughout, including each baby and toddler’s prior learning experiences, background, and development progress to date, all of which are used to shape those early days and weeks in the new setting environment.

The key person plays a vital role in managing and supporting the transition of babies and toddlers into any early years provision. Relationship building with the child happens from day one, and the key person should work to offer consistency and security during transition and times of change. Keeping the child at the heart of the process and making time for the partnership with the family is another crucial element of the key person role.

Preparing for transition and thinking about the procedure can help ensure a smoother process for all involved:

Communication – a shared understanding with consistency and expectations managed.

Paperwork – looking at how information is captured and shared from day one, using ‘all about me’ forms, personal details records, health and medical information and then considering the child’s learning journey and any assessment records that will be kept.

Transition procedure – time to understand who is coordinating the baby or toddlers’ transition, what information will be shared, and when. Much of this links back to communication and understanding from the family, which is the best way to contact and update them.

Key person support

The role of attachment and the key person approach can help to build that relational learning environment where secure relationships the key person and child can flourish and help with everyday changes and challenges. Building positive relationships with families will help to promote positive lines of communication and encourage them to share when things are difficult for children; this will in turn allow educators to understand why it is essential that they are aware of what is happening at home to be able to best support young children within the provision.

The key person can also be a real source of support for family members. Many parents and primary carers may initially struggle with their young babies and toddlers leaving home, attending a nursery setting and being cared for by somebody else who is not part of the family. The key person approach within the setting process should involve close work with family members to reassure them as much as needed.

Creating a triangle of trust

The nursery settling-in process might involve many short visits and play sessions so that family members, primary carers, key persons and the child can all get to know each other and share all the essential information.

As relationships move beyond the initial introductory stage, the potential need for effective partnership to support a child’s learning grows rapidly. This can be described as the relational, partnership, or triangle of trust.

It is dynamic as relationships flow between the child and parent as well as the child and key person. For a child to experience these relationships seamlessly, they need to work well. When the family and key person work in an effective partnership, their combined relationship with the child creates a triad. The impact of this three-way relationship (triadic) provides the most significant learning outcomes for children.

The triangle of trust includes:

The child

• Needs to experience both the home and early years environment holistically

• The triadic relationship has the most significant impact on the child’s learning and development

The family

• Primary attachment figure and main secure base

• Culture, identity, values and traditions

• Home learning environment (HLE)

Key person

• Secondary attachment figure

• Provides personal care tailored to the needs of the baby or toddler, using information provided by the family to support

• Gives opportunities for socialising and building friendships

• Provision learning environment

Partnership means communication, trust, sharing information, listening, planning, taking part and ultimately working together.

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Richard Knight

Author

Richard Knight

Development Manager

Early Years Alliance

[email protected]