Second, their alignment across levels ensures coherence and allows children who transfer from ECEC settings to primary school to experience a less disruptive transition. Third, these factors are associated with a rise in the use of specific transitions practices, which are the intentional attempts to help ensure smoother transitions by creating support and familiarity (LoCasale-Crouch et al., In these three ways, they influence the quality of transitions and foster children’s development, well-being and learning outcomes (OECD, 2012).