An increased emphasis on an early start in group day care & educational settings for young children means that by the time children enter statutory education they may already have had several transitional experiences: each will have an impact. This book explores early transitions from a variety of international perspectives. Each chapter is informed by rigorous research & makes recommendations on how education professionals can better understand & support transitions in the early years. Contributors examine issues such as: Parental involvement in the transition to school Childrens voices on the transition to primary school The construction of identity in the early years Readers will be able to draw support guidance & inspiration from the different writers to scaffold their own thinking & development in relation to childrens transitions. Ample opportunities are offered for readers to gain confidence & competence in dealing with the range of people involved in transitions & to the benefit of everyone not least the children whose transitions capital will grow. Informing Transitions in the Early Years is essential reading for early years students practitioners policy makers & researchers.