When the Honeymoon Period Ends: Securing Early Years Transitions After September
(Part 1)
True early years transitions don't end when a child walks through the door in week one - and successfully settling in EYFS children after September means supporting them when delayed reactions and autumn reality set in.
When the novelty of that September hype dies down, new environments are established, new children are all in, and new routines have begun, along come October and November. Everything starts to feel a bit different.
That child who bounced through the door without a backward glance in week one starts to get increasingly upset at drop-offs. The baby who was once passed over at the door and energetically waved farewell to their parents becomes attached to their body, to be delicately prised away. Or the confident, sociable toddler has started having meltdowns if another child sits in the seat next to them. And in the mix of all of this, there may well be some returning children who are navigating a renewed environment, routine, or cohort, and are also seeking a sense of security within this new dynamic.
Observations and Understanding
To support these late-transition emotions effectively during early years transitions, we first need to observe and recognise the differences being presented within the cohort and what each profile type might look like.
The Delayed Reaction Starters: These are the babies or children who started well, buoyant with the energy and excitement being conveyed by their family members over the past few months, which initially motivated the child, captivated by all the wonders this new experience has to offer: new faces, new playmates, new and exciting environments to explore.
The Room Movers: For these children, there may be much familiarity: staff members' names and faces, physical rooms and areas within and outside the building, and regular routines such as "snack time" or "garden time". However, there will still be an element of newness, change, and cultural shift. The routines, although familiar in title, may be executed in very different ways; the resources may look similar but in different locations with different expectations attached; the levels of noise, energy, and range of equipment may be very different, and simple things like the toilets being outside of the room or the lunchtime starting a little later all have an impact.
The Returners: There may be several babies and children who have not transitioned in or out but have returned from an extended summer absence. However, due to new arrivals and departing peers, these children find themselves navigating a new, unfamiliar dynamic, with changed routines and unknown peers. This will all take time to navigate and settle into their new normal.
The Staff Dynamic: Staff may also have had extended leave over the summer, particularly if the setting is term-time only. There may have been changes to the staffing team, promotions, resignations and new members, all impacting on the dynamic and flow of the previously well-oiled staff team's coordination - and all requiring a period of readjustment for both the staff themselves and the children and their families.
In addition to these newly emerging wobbles, you may also be supporting children and families who have yet to properly settle. This includes babies and children who remain distressed even after an extended period of shortened sessions, parents who linger longer during drop-offs, and situations where utilising every interest and fascination as a distraction technique has, to date, proved unsuccessful. NDNA's guidance on managing transitions in the setting offers further practical strategies for this stage.
Securing Attachments Early
Young children frequently hold back their authentic selves when interacting with new, unfamiliar adults; as a result, the child you observe in November might look vastly different from the one who took part in summer taster sessions during July and August. True authenticity relies on a foundation of trust, security, and genuine connection, making it vital that we cultivate these elements as early as possible - attachment theory that's covered in depth in our Level 3 Early Years Educator course.
Home Visits: Observing a child in their secure home environment offers an excellent opportunity to begin building a relationship and gathering vital insights into their family setup, routines, and context to form a holistic picture. It's also an ideal time to build parental trust and establish open communication channels - such as a daily diary tool like the Parenta Daily Diary - that will greatly benefit future conversations.
Taster days: These family-oriented sessions and workshops for parents offer invaluable chances to see how a child plays, interacts, communicates, and responds when outside their home environment and around unfamiliar adults and peers.
Understanding Each Unique Child: Finding out and using a child's preferred name, such as Bobby instead of Robert, or Meme for Amelia, is essential. Valuing these personal preferences establishes the foundation for a supportive and trusting relationship.
Taking an interest in their interests: When you can engage with a child about their specific fascinations, whether it is a favourite TV show, a video game, a family pet (or even an animal belonging to someone else), or cars, it triggers a profound sense of neurological comfort during your interactions.
What's Coming Up in Part 2
We can often see when a child is experiencing a delayed transition wobble through their behaviour, because behaviour is how young children communicate best. In Part 2, we examine practical relational strategies, low-language techniques, sensory self-regulation support tools, and how to build a strong "Triangle of Trust" with families.
Every setting will experience early years transitions differently, but understanding these patterns is the first step to supporting children well.
For more early years practice insights, explore the Parenta blog.
Which of these transition profiles do you recognise in your setting this term? Tell us in the comments box below.
Want more support with early years transitions in your setting? Get in touch with our friendly team today to find out about our early years training courses.
Discover more: About Tracie Butterfill
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