Change is prominent across the shifting landscapes of early childhood so young children experience it as a matter of course. However, change presents disequilibrium that young children may need time and support to accommodate. Young children also benefit if we ensure their experiences of change are balanced with the security afforded by continuity and routine.

This study explored how involving children in research forces ethical dilemmas in-situ which require a ‘right here and right now’ response from the researcher.

Preschool teachers’ read-aloud and writing practices were investigated using a questionnaire about how activities were planned and organized, and what their purpose was. The results indicate that early literacy practices were not planned systematically. Most of the preschool teachers (77%) reported having storybook read-alouds at least three times per week.

Findings suggest that inviting parents to participate actively in preschool transition may help better engage them in the introduction process, which in turn may positively influence family–teacher relationship-building.