Research carried out by the National Foundation for Educational Research found that most children coped well with the transition. However, teachers identified the biggest challenge as a move from a play-based approach in the Foundation Stage to a more 'structured' and 'formal' curriculum. They said they often found it hard to get children to sit still during the literacy hour and maths.
The researchers interviewed Foundation Stage co-ordinators and Year 1 teachers in 60 schools, and asked children and parents about their experiences.
Recommendations in the report include:
* Reducing the amount of time children in Year 1 spend sitting still listening to the teacher
* Year 1 children should be able to experience play-based activities with access to sand and water, role play, construction and outdoor learning.
* Foundation Stage and Year 1 staff should have meetings to discuss children's needs and talk to parents and children about the transition.
* Policymakers should advise teachers on how to continue 'elements' of the Foundation Stage into Year 1.
* Reception and Year 1 teachers should be given guidance about appropriate ways of introducing the literacy hour and mathematics for young children.
* More training should be given on transition, especially for Year 1 teachers to raise awareness of the Foundation Stage curriculum and help them to integrate elements of it in Year 1.
Commenting on the research, Lesley Staggs, national director of the Foundation Stage, said, 'It gives some really clear indications on things that will make the transition successful.'
She added that the results of a look at the transition in six local authorities in early years settings and schools was due to be published in the autumn.
Gail Bedford, head teacher at Mount Pleasant Primary School in Dudley, has also led a national group of practitioners in examining the transition from Reception to Key Stage 1 with funding from the DfES.
Ms Beford said, 'The transition from play-based learning to more formal approaches carries difficulties, from children being unsettled to children being traumatised'. She added that 'an abrupt change' could hinder children's learning development.
Transition from the Foundation Stage to Key Stage 1: Report 2005 is available on the website www.surestart.gov.uk under Publications.
said the recommendations around play echoed work carried out more informally by colleagues across the country, which showed, for example, more of an 'acknowledgement about the importance of outdoor play' in Year 1.
Children who were younger, less mature, less able, had special educational needs, or whose first language was not English experienced the most problems moving to Year 1.
