142 Session 9
Papers Topic - Transition Practices Advancing Comprehensive Early Childhood Intervention P9.09 Evolving Perceptions of Transition Practices: Insights From Early Childhood Professionals Across Three Decades This study examines the evolving perceptions of early childhood professionals regarding transition practices across three waves of data collection (2008, 2016, and 2024). Using a repeated cross-sectional design, we analyzed how education level, professional role, race/ethnicity, and agency affiliation influenced the importance attributed to key transition practices. Findings reveal consistent trends in the significance of staff knowledge of agencies, staff-to-staff communication, and individualized transition plans, with notable shifts over time in professional perceptions. Despite small to moderate effect sizes, differences based on role and race highlight the need for tailored support in practice implementation. The study underscores the importance of understanding demographic and temporal factors that shape transition practices, providing valuable insights for advancing comprehensive early childhood intervention. This research offers critical evidence to inform policy, professional development, and collaborative strategies to improve transitions for children and families. These findings are particularly relevant for international audiences focused on enhancing early childhood systems and outcomes. Presenting Author: Beth Rous (USA) Affiliation: University of Kentucky Co-Authors: John Nash P9.11 Promoting Family-Centered Practices for Children With Special Educational Needs (SEN) Transitioning to Kindergarten: Differentiating Professional Support for Parental Engagement Presenting Author: Céline Chatenoud (Switzerland) Affiliation: University of Geneva, Switzerland Co-Authors: Delphine Odier Guedj, Marie Millau, Fatine Souissi Research shows that parents employ a wide range of practices to support their child's transition to kindergarten (Alberque & Matthews, 2024). However, most of these practices follow a professional-centered approach, marked by hierarchical roles and collaboration led by professionals. In contrast, a trusting family-professional partnership adopts a family-centered approach, offering parents multiple and differentiated opportunities to actively engage with professionals (Haines et al., 2017). Drawing on our ongoing research in the French-speaking regions of Switzerland, we will present a detailed overview of the transition experience for children with special educational needs (SEN). Based on 50 interviews with families conducted before and after school entry, using a validated questionnaire (ETAPS) to assess perceived quality of school transition process (Rivard et al .2024), we will illustrate the importance of promoting parental engagement in diversified formats and valuing parents’ perspectives in the development of levers to facilitate school transition. Although research highlights many challenges faced by families and professionals in transitioning from preschool-to-school, little is known about children's own views, especially children with special educational needs (SEN). Taking an interest in children's experiences and perspectives enables adults to understand and act on what is relevant to children themselves (Rayna, 2020; Perry & Dockett, 2011). Consequently, we will outline a creative mosaic approach (Clark & Moss, 2001), developed during our ongoing research in the French-speaking regions of Switzerland. By considering the perspectives of eight children with SEN, we will present not only the research design, but also respond to the following research question: What do children with SEN have to say about their transition to school? We will show how children’s perspectives can contrast with those of adults’, and how they add value to the development and delivery of intervention programs that aim to facilitate children’s transition to school. P9.10 Exploring School Transition From the Lens of 4 Year Children With Special Educational Needs Presenting Author: Delphine Odier-Guedj (Switzerland) Affiliation: University of Teacher Education, Canton of Vaud, Switzerland o-Authors: Céline Chatenoud, Moulin Floriane
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