Part 1

The only constant is change

- Heraclitus

AS TEACHERS, students and children enjoy this well-earned and deserving respite to re-energise to continue the cycle of learning come September, it is important to recognise that they are all in a period of transition. Over the next few articles of TTUTA on Tuesday, we will address transitions for the various levels from nursery to tertiary - what to expect and how to prepare.

In this week's issue we focus on describing educational or school transitions. Transitions represent change and continuity and when treating with it in the context of education, we need to appreciate the way in which these two factors - change and continuity - impact on children and young people's ability to successfully manage these changes that will occur in their lives.

What are transitions?

Transitions refer to periods where children and families must adapt to new circumstances, expectations, people, environments and routines. Transitions are an important time to consider continuity between environments, expectations and relationships. It must also be noted that while education transitions bring exciting opportunities, some children, young people and their families can find these changes stressful. Given the various dynamics in the changes that occur as we go through these transition periods, we must plan for them.

What are some common types of transitions?

Through an individual's education, they will experience several transitions. Among these are:

* Transition from home/day care to preschool for children three to five years

* Transition from preschool to primary school

* Transition from primary school to secondary school

* Transition from secondary school

Each transition period has its own unique circumstances which we must be prepared to address to facilitate our children and young people's successful negotiation of these changes.

How do transitions impact the education experience?

As indicated above, transitions can be stressful for some children, young people and their families. This stress is brought about by the adaption to changes that will be required as they transition to their various new settings. Questions that may occur include:

* Will I fit in?

* Will I make friends?

* Will my teachers like me?

* Will I be able to do the work?

If children and young people have difficulty finding appropriate answers to these niggling questions, this will exacerbate their stress, leading to challenges in focusing on learning and the opportunities to which they will be exposed.

What can we do to ease children and young people through transitions?

As adults, we must appreciate that when it comes to handling change, we benefit from experience and existing knowledge which often enable us to predict the nature of the change and identify strategies to cope and adjust. For children and young people, this is not the case. Because they do not have as much experience and prior knowledge to rely on, for them change is often difficul