5 Ways of Helping Your Child Transition from Preschool to Primary School: A Guide for Parents

Transitioning from preschool to primary school is a significant milestone in any child’s life, and for children with learning and behavioural challenges, this shift can feel even more overwhelming. As parents, your support, preparation, and proactive approach can make all the difference in ensuring a smooth and successful transition for your child. Here are five key strategies to help your child navigate this important change with confidence.

1. Skill Development Focus During Early Intervention

Laying a strong foundation of adaptive behaviours and cognitive skills early on can ease your child's transition into primary school. Encouraging language development, self-help skills, and social interactions will prepare them for structured learning environments. If your child is receiving early intervention, reinforcing these skills at home through everyday activities can boost their ability to cope with the new school setting (Bierman et al., 2013).

2. Ensuring Continuity in Support

Maintaining consistent communication with preschool teachers, primary school staff, and therapists ensures that your child’s support system remains intact. Sharing insights about your child's strengths, challenges, and learning preferences helps educators implement strategies that work best for them. Don't hesitate to discuss potential accommodations or support structures available within the primary school to address your child’s specific needs (Briggs et al., 2021).

3. Early and Collaborative Planning

Starting discussions about the transition well in advance gives you time to prepare and address any concerns. Work closely with educators and therapists to create an individualized transition plan tailored to your child’s unique needs. Identifying possible challenges and setting clear goals for your child's development will help make the transition process more structured and manageable (Janus et al., 2008).

4. Familiarization with the New Environment

The unknown can be a source of anxiety for children, so taking steps to introduce them to their new school environment can be highly beneficial. Arrange visits to the school, meet their future teachers, and explore the classroom and key areas like the canteen and toilets. Walking through a typical school day and discussing routines in advance can help your child feel more secure and comfortable (Pianta & Kraft-Sayre, 2003).

5. Parental Self-Care

As a parent, your well-being is just as important. Managing your stress and emotions during this transition period can have a profound impact on your child’s ability to adjust. Children often mirror the emotions of their caregivers, so maintaining a calm and supportive attitude can provide reassurance and stability. Take time to seek support from fellow parents, educators, or even professional counselors if needed (Baker et al., 2016).

Additional Support in Singapore: The TRANSIT Program

Singapore has been actively enhancing support for students with social and behavioural needs through initiatives like the Transition Support for Integration (TRANSIT) program. This program helps Primary 1 students develop self-management skills, making their transition smoother. The good news is that by 2026, all primary schools in Singapore will have access to this program, ensuring that children who need extra support will receive the guidance they need (Ministry of Education Singapore, 2023).

Final Thoughts

While transitioning to primary school can feel daunting, with the right strategies and a supportive approach, you can help your child embrace this new chapter with confidence. Every child is unique, and patience, preparation, and partnership with educators will go a long way in setting them up for success. Remember, you're not alone in this journey—support systems are in place to help both you and your child navigate this transition smoothly!

References

Baker, D. L., Kupersmidt, J. B., Voegler-Lee, M. E., & Arnold, D. H. (2016). Predicting teacher–child relationships and preschool behavioral adjustment. Early Childhood Research Quarterly, 36, 12-24. https://doi.org/10.1016/j.ecresq.2015.12.005

Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., ... & Gill, S. (2013). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 79(6), 1802-1817. https://doi.org/10.1111/j.1467-8624.2008.01227.x

Briggs, J., Mullan, K., & Westrupp, E. (2021). The role of early childhood education in supporting children’s school readiness and emotional adjustment. Early Childhood Research Quarterly, 56, 76-90. https://doi.org/10.1016/j.ecresq.2020.08.002

Janus, M., Lefort, J., Cameron, R., & Kopechanski, L. (2008). Starting kindergarten: Transition issues for children with special needs. Canadian Journal of Education, 31(1), 5-27. https://doi.org/10.2307/20466765

Ministry of Education Singapore. (2023). Transition support for integration (TRANSIT) program. MOE Singapore. Retrieved from https://www.moe.gov.sg

Pianta, R. C., & Kraft-Sayre, M. (2003). Successful kindergarten transition: Your guide to connecting children, families, and schools. Brookes Publishing.