Introduction
Why is transition an important issue for staff and parents?
What are the goals of transition?
What can parents do to help?
What do the Head Start Program Performance Standards require?

Transitions: Parents Are Key

When transitions are viewed as opportunities for continuous learning and growth, Head Start families and staff can guide a young child's next steps together-as partners-in-learning. As their child's first teacher, parents are key to successful early transitions when they:

• Understand the importance of effective transitions in the lives of children and families

• Prepare and support their child before and during transitions

• Learn from others about the new settings by forming ongoing, supportive alliances with other parents and staff

• Advocate for their own child and for all children

Understanding and supporting continuous change and development that children and families experience beginning at birth and continuing throughout the child's life requires information and skills. This [information] focuses on the transitions in the early school years. Many of the skills involved in this process are acquired, along with experience, over time. The best lessons are often learned from others in a variety of settings by sharing, observing, practicing, and receiving feedback from friends, family, and trusted staff.

Why is transition an important issue for staff and parents?

Transition addresses all the changes that occur as a child moves from one setting to another-from home to a program, within a program, or between programs. It is a process that involves children, families, staff, and organizations.

Today children often experience transition as they move into and out of many early childhood programs and classrooms in their early years. Each program and each teacher a child encounters has new routines, expectations, and relationships. Because of children's limited experience, it is often hard for them to deal with these changes. For example, Nathan, a toddler, is used to having his snack at a certain time. He may worry when his snack is not served at the same time in the new setting. Without the words to express his feelings, Nathan may have a temper tantrum. His new care-giver may not pick him up to calm him the way his former caregiver did. He may miss her and cry more.

Young children from birth through age eight learn best when they feel secure and know they can trust the adults caring for them. Children who have experiences like Nathan's may lose their sense of trust and security and may have more difficulty learning.

What are the goals of transition?

The transition process should consider the following goals:

1. Continuity of services and care

2. Minimal disruption of the family system

3. Enhanced child development from one environment to the next

4. Planning, preparation, implementation, and evaluation within and between programs and with the family

What can parents do to help?

Parents, not staff, have the responsibility for helping children transition throughout their early lives and education. Parents are powerful advocates who are the key to successful transitions. They can advocate for their child by:

• Sharing what they know about their child

• Working with their child at home

• Learning about new settings and new experiences

• Communicating regularly with staff

• Staying involved in the program

• Networking with other parents

• Speaking out and acting for all children

What do the Head Start Program Performance Standards require?

• Help parents become their children's advocates and supporters as their children transition into, through, and out of the program

• Conduct periodic staff-parent meetings and one at the end of the year to discuss each child's progress

• Provide education and training to prepare parents to exercise their rights and responsibilities in school settings

• Help parents communicate with teachers in school settings and take part in making decisions that affect their child