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The aim of this small-scale, qualitative study is to understand the perspective of varying stakeholders responsible for student transitions from pre-primary to primary school in the Jamaican context. The questions that guided the research are: What factors affect student transitions to primary school? What skills do children need in order to successfully transition? and Who/what is responsible for preparing students to transition from pre-primary to primary school? To answer these questions a representative from the Early Childhood Commission, 13 parents and 16 Grade 1 teachers from 12 schools across the island of Jamaica were interviewed. Findings reveal that student transitions from pre-primary to primary school need systematic attention particularly in light of how this impacts on student success, not only in primary school, but in their secondary years as well. The data also reveal that a major issue affecting student transitions is the quality of pre-primary education and parenting practices in the early years. Also highlighted are the differing perspectives of teachers and parents on the skills needed for success in primary school. Parenting programmes and professional development for both parents and teachers, respectively, are critical if strides are to be made.

Within the past 5 years, the island of Jamaica has aimed to address social issues through the development of a National Parenting Program. Schools too have taken on this task and have sought to bridge the gap between home and school by working with parents in meaningful and sustainable ways. This small-scale study highlights how two inner-city schools have worked to do this. The data for this study were collected over 4 years during visits to the school for the teaching practice in the final year for students in their teacher education bachelor’s degree programs. Two research questions were used: (a) How has a partnership program between home and school benefited you and your students? And (b) What are the strategies that can be employed by the school to facilitate a smooth, successful reciprocal relationship? From the data collected, three dominant themes emerged from the findings: (a) home–school relations matter, (b) parent empowerment and teacher validation, and (c) understanding diverse cultures.

The COVID-19 Pandemic and resulting school closures, present a serious threat to young children’s care, learning, and the achievement of their developmental potential (UNESCO, 2020a ). Disruptions to normal school functioning worldwide have presented challenges for teachers who were generally unprepared to teach using different methodologies (United Nations in Policy brief: Education during Covid-19 and beyond, 2020). Since a child’s right to care and education extends even during emergencies this study was conceptualized to better understand the professional experiences of early childhood teachers as they navigated the teaching learning process during the COVID-19 school disruption. A multiple site qualitative case study was designed to answer two research questions: What were the professional experiences of Caribbean Early Childhood Care and Education (ECCE) teachers at the start of the COVID-19 pandemic period? And how did Caribbean ECCE teachers adapt to ensure continuity of children’s rights to access education? Almog and Perry-Hazan’s ( 2012 ) conceptualisation of the Right to Adaptable Education provided the theoretical foundation for this study. Data were collected using a questionnaire sent to teachers from seven Caribbean countries. Five themes were extricated from the findings: changed teacher experiences, significant new understandings, changed teacher collaboration practices, changed individual qualities, and warning signs for support. We conclude by making recommendations for macro level support for the ECCE sector during educational disruptions.

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