Secure transitions: Supporting children to feel secure, confident and included


Author(s): Robyn Dolby with Elish Hughes and Belinda Friezer
ECA Code:
RIP 1301

Secure transitions are seen as being about relationships, rather than just managing procedures. It puts children’s relationship needs at the heart of transitions and gives ideas for how these can be addressed.

Both the Early Years Learning Framework (EYLF) and the National Quality Standard (NQS) for early childhood education in Australia highlight the importance of children forming secure relationships with their educator and of staff developing and maintaining respectful and supportive relationships with families.




Research in practice about secure transitions covers:

  • the Attachment Matters project
  • making space to ‘be with’ children
  • transitions and separations
  • consistency and availability
  • supporting children from culturally diverse backgrounds
  • and more.

Transitions are used at the start and the end of each day to invest in relationships so that parents and children feel they belong. It is not so much about learning new skills as looking at these transitions in a new way, from a relationship perspective.

It also considers how transitions during the day can be structured to enable educators to be firm and kind in their leading, so that the children feel prepared for the transition and respected in the support they receive.

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