Professional continuity in transitions from early childhood education and care to primary school

How do countries ensure that early childhood education and care (ECEC) staff and primary school teachers are prepared and supported enough to help children transition smoothly to primary education? What systems are in place to help them co-operate with each other and who leads these processes? This chapter explores these key questions for professional continuity in transitions. It provides an overview of policies and practices concerning professional continuity across OECD and partner countries, focusing on staff working conditions, staff pre-service education and professional development, teacher support, and leadership and co-ordination. It describes three main challenges highlighted by participating countries that are contributing to continued gaps in professional continuity, along with a wealth of practical strategies for tackling them. Finally it lists some pointers for policy development as food for thought for countries seeking to improve professional continuity for transitions.