At a time when young children are likely to have experienced many different transitions both educationally and in their family lives there is an increasing emphasis on an earlier start in group day care and educational settings than ever before. By the time children enter statutory education they may have already attended a number of educational settings. Each of these experiences is likely to affect children and their capacity to adjust and to learn. Such is the significance of early transitions for young children that it is essential that parents, educators, policy makers and politicians pay close attention to young children's experiences in order to provide well for them. Expansion of early education, the nature of the curriculum and the dominance of the "early start" raise issues of differing perspectives on what is important for young children; legislation on children's rights demands that children have a chance to express a view; and parents have a right of choice in deciding their child's schooling. We explore transitions from different perspectives and ask whether varied perspectives matter, how it is for parents, educators and the children themselves as they move from home to the various educational settings in which they find themselves, how the curriculum can support transitions and whether there are ways in which policy can better support and empower children in transition? We find that these are international issues.Each of the chapters is informed by rigorous research study. The authors have all presented publicly and successfully at home and abroad and have published in academic journals. They are all academics with international reputations in the field of early childhood education. All have experience of teacher education and continuing professional development and share an interest in issues of transition, continuity and progression for young children in their early education. These are key elements in children's school success and have a high profile on government agendas across the world. Our ideas have been developed over several years and are highly topical in that the research that informs policy and practice of early education transitions for young children is addressed. Ahead of the field, we find that academics are innovating through research and that transition has become a policy issue. Such issues and perspectives are essential reading for tutors, students, practitioners, policy makers and researchers.

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