128 Peer Transitions: Why Stability Matters

In many childcare centers, children are shuffled into new classrooms frequently—often moving up within days of their birthdays. Over the course of their early childhood years, this approach can result in as many as 128 peer transitions between ages 1 and 5. Each transition introduces children to new teachers, unfamiliar routines, and different classmates—often separating them from their friends just as meaningful bonds are forming.

That’s 128 hellos. 128 goodbyes. 128 moments of figuring out where you belong. 128 changes to the classroom dynamic.

At Sea Island Sprouts, we take a very different approach.

Instead of frequent transitions, we group children into stable cohorts based on their age as of September 1—similar to the structure used in elementary school. This allows children to remain with the same classmates for the full school year, fostering strong relationships, deeper connections, and a genuine sense of belonging.

Why Is This So Important?

Children thrive on consistency. Just like they benefit from predictable bedtime routines and consistent family expectations, they need stable peer and adult relationships at school. Stability helps children:

• Build secure emotional attachments

• Learn to manage transitions positively

• Gain confidence through predictable routines

• Master important developmental milestones, like potty training and self-regulation

• Develop language skills through ongoing, familiar interactions

• Form lasting friendships and feel safe expressing themselves

As Dr. Robert Pianta, a leading researcher in early childhood development, explains:

We don’t send children to first grade the day they turn six, and they don’t graduate from high school the day they turn 18. Early childhood education deserves the same thoughtful structure.

Children Grow Best in Community

Some families worry their child might be the youngest or oldest in the group. But the age range is the same whether it’s September or March. When children stay together as a cohort, they grow as a community—sharing experiences, building friendships, and learning from one another throughout the year.

And yes, some peer transitions will happen. Families may move, new students will join, and goodbyes are a natural part of life. But this is very different from a system designed to rotate children constantly for operational convenience. When transitions happen occasionally and intentionally, children are better prepared emotionally and socially.

Whether a program follows a structured curriculum or a Reggio-inspired approach like ours, dropping children into a classroom mid-year disrupts the group’s rhythm. New children often feel out of sync socially, emotionally, or developmentally—and struggle to find their footing.

What the Research Says

Even transitions made with good intentions—like moving a child to a more “advanced” classroom—can interrupt secure bonds and routines that children rely on for emotional safety. These disruptions can lead to setbacks in potty training, withdrawal from social interaction, or delayed language development, particularly in toddlers and preschoolers.

We Focus on What Matters Most: Your Child

We understand that occasional transitions are part of life. But we don’t design our program around movement—we design it around relationships.

At many centers, each "move-up" opens a space for a new child—and a new tuition payment. But at Sea Island Sprouts, our goal isn’t to maximize enrollment. Our goal is to nurture your child’s sense of belonging, growth, and joy.

That’s why we also keep our group sizes small. For our four-year-olds, we maintain a 1:8 teacher-to-child ratio, compared to South Carolina’s maximum allowable ratio of 1:17. Smaller groups mean deeper connections, more personalized attention, and fewer disruptions to the classroom culture your child depends on.

Let Them Be Little—Together

Childhood isn’t a race to the next room. It’s a time to explore, wonder, grow, and connect. At Sea Island Sprouts, we protect that time by giving children a stable, nurturing environment where they are seen, heard, and known.

Discover the difference our cohort-based approach makes for your child’s early years.Learn more about our cohort model »

References:

• Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. Journal of School Psychology, 42(6), 449–470.

• Sandstrom, H., & Huerta, S. (2013). The Negative Effects of Instability on Child Development: A Research Synthesis. Urban Institute.

• Dearing, E., McCartney, K., & Taylor, B. A. (2009). Does higher quality early child care promote low-income children's math and reading achievement in middle childhood? Child Development, 80(5), 1329–1349.