School Transition Management in Reducing Separation Anxiety in Early Childhood Education: A Case Study Towards a School Transition Management Framework

Tutus Kuryani; Agus Timan; Raden Bambang Sumarsono

doi:10.63922/ijevss.v5i03.5229

Tutus Kuryani Malang State University
Agus Timan Malang State University
Raden Bambang Sumarsono Malang State University

DOI: https://doi.org/10.63922/ijevss.v5i03.5229

Keywords: school transition management; separation anxiety; early childhood education; student management; secure transition experience

Abstract

The transition from home to school represents a critical period in early childhood that is often accompanied by separation anxiety, potentially hindering children's social-emotional adjustment and learning readiness. While previous studies have predominantly examined separation anxiety from psychological and family perspectives, limited attention has been given to the role of school management in facilitating successful transitions. This study aimed to analyze how school management addresses separation anxiety during the initial days of school and to develop a conceptual framework for managing school transitions. A qualitative case study was conducted at PAUD-TK Ar-Rahmah, East Java, involving one principal, three teachers, and five parents. Data were collected through semi-structured interviews, non-participant observations, and document analysis, and analyzed using the interactive model. The findings revealed five key management practices: structured transition planning, classroom-based emotional support, parent-school partnership, continuous emotional monitoring, and program evaluation. These practices collectively fostered three core mechanisms: trust building, emotional safety, and parent-school partnership, which generated a Secure Transition Experience that reduced separation anxiety and promoted successful school adjustment. Based on these findings, the study proposes the School Transition Management Framework (STMF) as a conceptual model for managing children's school transition through an integrated student management approach.

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