The European Commission (2019) emphasises the importance of collaboration between the preschool and the primary school staff in sharing information on the child and cooperation in the curricular approaches during the transition stage.

This action research project is undertaken by the manager of a preschool facility and the principal of the local primary school to determine how to support the transition of the children from one setting to another.  A qualitative paradigm underpins this study with an emphasis on reflexivity throughout the research process as both teacher- researchers are mindful of their personal involvement in the data collection and analysis. Action Research (AR) is recognised as an element of pedagogical strategy to harness development and change in teaching and learning. Bronfenbrenner’s ecological systems theory is at the foundation of the conceptual framework for this study, recognising the role of people within the community in supporting children’s transition. Therefore, the action research project, carried out by the leaders in both educational settings, will also include parents and other key teaching and support staff in the process. Lundy’s (2007) model for child participation will underpin the action research process, ensuring that the voice of the child is included at each stage of the project.

Within the Irish context, Ring and her colleagues (2016) illustrate that there is an awareness in practice of the need to support children in the transition process and identify strategies implemented by schools such as open days, information evenings, shortened school days and summer camps. However, the findings also indicate a lack of communication between preschools and primary schools to support the transition process, despite acknowledgement that collaboration and communication are key to effective transitions for all children. Ravenscroft et al. (2018) outline similar findings in their research on factors associated with successful transitions for children, with specific reference to children with additional needs in eight European countries, including Ireland, emphasising the need for the child and their families to be at the centre of all decisions that affect them. Within the Irish context, there have been innumerable attempts to support the transition from preschool to primary school, which O’ Kane and Murphy (2016) discuss in their overview of the ten transfer documents, developed collaboratively between schools and preschools at that stage. Having recognised the multitude of transfer documents within and between the education sectors, the National Council for Curriculum and Assessment developed the Mo Scéal (2018) document, translated from Irish to mean ‘My Story’, which is based around the national early years curriculum (NCCA 2009), to support the transition from preschool to primary school. There is a growing consensus regarding the need for the primary school to be “ready for children” rather than the child being “school ready” (UNICEF 2012; NCCA 2018), which Dockett et al. (2010) discuss in relation to the challenges of finding a school that has the ability and the resources to meet the needs of each child attending.

This action research study provides reflection on existing strategies in place to support transitions and through consultation and conversation, will report on the development of strategies to support a cohort of preschool children making the transition to primary school. This project recognises that transition to primary school is not about an end and a beginning, but rather that the leadership within each setting has the capacity to lead and guide effective pedagogical  strategies and serve as a model for a rights-based and child-led approach to transitions.

Action research project informed by Bronfenbrenner ecological systems theory. The research design for this study begins with teacher reflection on strategies implemented to date during their shared experience of children's transitions, using reflexive journals and co-dialogue. It is also informed by questionnaires distributed to parents from last years' cohort regarding their experience of transition. Children have been invited to participate in this project, and as lead teacher with the group, have established a rights-based approach to ensuring their participation in all that affects them. Documentation of child-conversations, via video, learning stories and anecdotal notes guide the planning process in consideration of the strategies to support transitions. Parents are included through invite to focus groups to discuss the transition process. Questionnaires were also distributed to other teaching staff at both the preschool and primary school regarding their experience of transitions last year. Braun and Clarke (2021) reflexive thematic analysis will guide the interpretation of findings with the intention of the development and ongoing implementation of plans identified and researched throughout the action research project.

The study will determine the role of the leader in the educational setting in supporting transitions. Effective strategies will be reported and developed in line with the rights and needs of the children making the transition. The value of collaboration and cooperation in supporting children's transitions will be outlined and validated. The action research project will serve as a model for good practice in relation to pedagogical roles within educational settings

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