2022 Edition

Early Childhood Education (CA-ECE) 11: Transition

Teaching staff work with parents and children to plan for orderly transitions.




Early Childhood Education facilitates appropriate child development and ensures the health and safety of children in care.
All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice Standards.
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards; e.g.,
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
  • Procedures need strengthening; or
  • With few exceptions, procedures are understood by staff and are being used; or
  • For the most part, established timeframes are met; or
  • Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
  • Active client participation occurs to a considerable extent.
Practice requires significant improvement, as noted in the ratings for the Practice Standards. Service quality or program functioning may be compromised; e.g.,
  • Procedures and/or case record documentation need significant strengthening; or
  • Procedures are not well-understood or used appropriately; or
  • Timeframes are often missed; or
  • Several client records are missing important information; or
  • Client participation is inconsistent. 
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards; e.g.,
  • No written procedures, or procedures are clearly inadequate or not being used; or 
  • Documentation is routinely incomplete and/or missing.      
Self-Study EvidenceOn-Site EvidenceOn-Site Activities
  • Procedures for transitioning to another classroom or age group
  • Procedures for transitioning to another school or program
  • Sample letters or other materials provided to parents whose children are transitioning to another classroom or age group or transitioning out of the program
  • Policy and procedures for removing a child from care provided to parents upon enrollment
  • Interviews may include:
    1. Program director
    2. Relevant personnel
    3. Parents
  • Review child files
  • Observe:
    1. arrival and pick-up times
    2. transitions in the classroom


CA-ECE 11.01

Parents and children receive assistance with managing transitions between the home and the child care setting.
Examples: Implementation of this standard can include helping the parent or child cope with daily drop-offs and/or departures, and being sensitive to parents or children who are struggling with the idea of using out-of-home care for the first time.


CA-ECE 11.02

Teaching staff promote smooth transitions throughout the day by ensuring:
  1. transitions are well-planned;
  2. children receive advance notice; and
  3. activities are long enough to promote sustained play.


CA-ECE 11.03

When the child needs to transition to another classroom or age group within the organization, the current teacher:
  1. engages parents in a discussion of the child’s developmental needs and the reason for the transition;
  2. provides parents with general information on the transition process;
  3. arranges opportunities for the child to visit the new classroom and meet teaching staff and peers prior to the transition; and
  4. shares information with the new teacher.


CA-ECE 11.04

When the child needs to transition to school or another organization, teaching staff:
  1. engage parents in a discussion of the child’s developmental needs and most suitable options;
  2. provide parents with general information on transitioning from the program;
  3. share information with other providers with the parents’ consent; and
  4. notify collaborating service providers that the child has transitioned from the program with the parents’ consent.


CA-ECE 11.05

The organization has a systematic process for removing children from care when it can no longer meet a family’s needs including referring families to local resources such as child care resource and referral.
Examples: Reasons why an organization may no longer be able to meet the needs of the family include non-payment, when special needs arise that the organization can’t meet with reasonable accommodation, or a change in work schedules that the organization cannot accommodate.