Assessing Transition Practices from Home to Early Childhood Education and Care: Development and Validation of the Early Childhood Transition Practices Scale

Transition from home to Early Childhood Education and Care (ECEC) settings represents a critical developmental period for children and their families, yet research lacks validated instruments that capture transition practices from both parent and educator perspectives. This study aimed to develop and validate the Early Childhood Transition Practices Scale (ECTPS), two parallel forms designed to assess parents’ and educators’ views of child- and parent-centered transition practices. Data were collected from a convenience sample of 242 parents and 333 educators in Greece. Exploratory factor analyses were conducted separately for parent and educator forms to examine construct validity. Results supported a two-factor structure for the Parent Form (parent-centered practices before and during transition; child-centered practices during transition) and a three-factor structure for the Educator Form (child-centered practices during transition; parent-centered practices before transition; parent-centered practices during transition). Descriptive findings indicated that both parents and educators reported high implementation of child-centered practices, while parent-centered practices—particularly those implemented before transition—were less frequently reported. Educators who had participated in transition-related professional development reported significantly higher implementation of both child- and parent-centered practices. These findings provide evidence for the reliability and validity of the ECTPS and underscore the importance of professional development and proactive family engagement in supporting early childhood transitions.