Improving Toddlers\u27 Transition to a New Classroom: Using Attachment Theory

This action research sought to answer What impact does a teacher\u27s insight about transition and attachment theory (Bowlby, 1982) have on a toddler\u27s transition into a new school? The research was conducted in a Montessori school in Connecticut with 4 teachers, 11 new toddlers, and 11 parents. The researcher intervened with a teacher focus group examining their belief about transition. The data tools included teacher surveys and focus groups, parent checklists, observations on transition behavior, and interactions and program structures section of the infant toddler environment rating scale (ITERS). The findings showed that the intervention enhanced teachers\u27 confidence and positive attitudes toward the transition process, improving quality of care. The results also indicated that building a trusting community, partnership with parents, and improving teachers\u27 resilience would shorten toddlers\u27 transition, and their caregivers\u27 emotional support. Future researchers should concentrate on parent feedback, satisfaction and trust levels from parents about their toddlers\u27 adjustment, relationship between home and school, and transition to primary classroom