| Abstract: | From an ecological perspective, this paper presents selective findings based on practitioner action research which is deliberately written in the first person. The focus is the transition from nursery playground to the school playground of 13 nursery children, all 4-years-old. The paper outlines the first 4-week cycle of action of a 13-week intervention programme. The programme aimed at promoting social and emotional development so that the children became more adaptive to challenges in the new context of the school playground. The findings reveal that process and connectivity of the programme promoted a sense of belonging in which the children reciprocally nurtured each other, acknowledged and recognised feelings and formed friendships so that when they started school they became more resilient within the school playground. The findings also highlight areas of vulnerability which need to be addressed concerning school routines and very young children. |
