An Examination of International and Scottish Key Principles Guiding Early Years Transitions: A Literature Review

Abstract

This study seeks to develop a deeper understanding of the factors underpinning children’s transition from early years provision into primary education. It draws on both international perspectives and the Scottish policy context to establish a more comprehensive view of what supports effective, child-centred transitions. Consideration of approaches from Europe, Australia, North America and the Nordic countries enable a broader appreciation of how cultural, pedagogical and policy influences shape children’s early experiences of formal schooling. Within Scotland, transitions are firmly embedded in national policy and curriculum guidance, with a strong emphasis on continuity of learning, progression and the promotion of children’s wellbeing. Approaches that prioritise relationships, holistic support and developmentally appropriate, play-based learning are central to supporting children during this period. These principles reflect a commitment to viewing transitions not as isolated events, but as part of a continuous learning journey. Through examining both international research and the Scottish context, the study identifies key principles that contribute to high-quality transitions. It also highlights shared themes across different countries, alongside challenges shaped by specific contexts. This comparative perspective demonstrates how global insights can inform and strengthen local practice. Overall, adopting an international lens provides valuable opportunities to enhance understanding and improve transition processes, supporting the continued development of approaches that promote continuity, equity and positive outcomes for all learners as they begin primary education.