5 Ways to Ease the Transition to Preschool

Some children enter preschool eagerly, others cling to their parents, and some observe from a distance. Every year when preschool starts, I find myself witnessing this same scene and asking myself the same question: What can I do to help the children start school in a more stress-free and enthusiastic way?

Over the years working with young learners, I have identified five main strategies to create an environment where children feel that they are safe, that they are valued, and that they belong—from the very first days and weeks of school.

Communicate through your presence

Before welcoming the children to the classroom, teachers should pause and check their own emotional state. Young children are remarkably skilled at reading the messages from your nonverbal communication. They observe your facial expressions, the tone of your voice, your pace, and your body language. Children often look to adults to assess whether a situation is safe, so if the teacher projects calm and confidence, the children are more likely to feel secure enough to be willing to explore the new environment, to play, and therefore to learn.

When you interact with the children, smile genuinely, kneel or sit so you are at the child’s eye level, and speak with a calm voice. Use simple and clear language that children can easily understand, but avoid baby talk. Respect each child’s need for physical proximity: Some children will be glad to be close to you immediately, while others may need a bit more time to feel comfortable being next to you or even a classmate. It is important that children feel that there is no rush, that they will have the time they need to gradually become comfortable in the classroom.

Support goodbye times with sensitivity

As teachers, we need to recognize that drop-off time during the first days of school is an emotional experience for everyone involved, and it is essential to support it with sensitivity. Children need space to express their feelings. When a child cries at drop-off, do not try to stop the tears immediately or distract them. Tears are a healthy expression of a child feeling a bit overwhelmed by a situation as they adapt to a new environment. Some of them will be able to tell you why they are crying, allowing you a great moment to offer your support. Feeling seen and heard helps children gradually gain a sense of security.

Predictable goodbye routines also make a significant difference. Encourage parents and caregivers to develop short, consistent farewell rituals, such as a hug, a special phrase, or a wave at the classroom door—and then leave confidently. Children are likely to adapt more quickly as they develop the same confidence their parents show.

Put relationships before routines

Routines are essential in early childhood education. They reduce uncertainty and, as a consequence, support emotional regulation. Through predictable routines, young children develop autonomy and confidence because they know what to expect during the school day.

However, at the start of preschool, before children can confidently follow classroom routines, the focus needs to be on building warm, trusting relationships, so that they can feel emotionally safe. To develop those relationships, notice their interests, listen to what they want to communicate, and find opportunities to connect. These actions will send a powerful message: I see you, I value you, and you belong here.

Children’s interests can become a starting point for conversation—and a way to connect them with peers. Relationships don’t instantly develop on the first day, so be patient and allow children to make their own process.

Create belonging with play

For young children, play is a way to make sense of the world around them: to explore, test ideas, try different possibilities, communicate, and gradually develop a sense of belonging.

In new contexts, children find in play a natural bridge between what is familiar to them and what is unknown. Play can provide the first steps for children to develop relationships with their classmates, such as by building a tower together, exploring a new resource side by side, or creating a pretend scenario.

Teachers who observe children play can gain insights into their interests, their ways of communicating, their strengths, and their challenges. Allowing children to explore materials and spaces through play fosters confidence and autonomy, and will help them become familiar with their surroundings and develop ownership over the school areas. Offer open-ended resources that invite children to investigate, create, develop their imagination, and make choices—such as loose parts, blocks, pieces of fabric, and natural objects.

Teachers may encourage free, open-ended play that invites participation without the pressure to produce a specific outcome. For example, “I wonder what we can create with these materials” is an invitation that leaves room for children to participate in different ways, at their own pace, while creating opportunities for connection, exploration, and belonging.

Build relationships with families

Depending on what’s possible, simple experiences can help teachers team up with families to ease a child’s transition into school. Classroom visits can allow children to explore the space and meet teachers and other adults who they’ll interact with during the school day. And meetings between teachers and families can help families know what to expect during the first weeks and how they can support the transitions at home. They can also help teachers learn about children’s interests, routines, and comforting strategies.

These interactions may not create a perfect transition or eliminate uncertainty, but they provide opportunities to create continuity between home and school, and they help children feel safe and supported. Remember, starting school is a significant transition, and each child experiences it in their own way. Adaptation is not a linear process: Some children engage immediately, others observe before participating, and some express their emotions only after several days or weeks, when school becomes part of their daily routine. Flexibility and empathy are absolutely necessary to provide security to children throughout the year.

The way children experience their first transition into school can shape their relationship with future learning experiences, influencing how they approach new contexts, challenges, and opportunities for growth. Creating an environment where children feel that they are safe, are valued, and belong lays the foundation for a lifelong relationship with learning.