For most children, transitions are satisfying and fulfilling, but for some children they can be challenging and stressful (Jindal-Snape, 2010). Therefore, the nature and smoothness of these transitions can be strongly influenced by decisions on pedagogical (and programme) aspects during the transition stage (Neuman, 2002, Sink, Edwards and Weir, 2007). In educational literature, pedagogy has been conceptualised as the “scientific base for the art of teaching’’ and defined as the set of instructional techniques and strategies that enable children’s learning to take place in educational settings (OECD, 2012, Siraj-Blatchford, 2010). Pedagogy refers not only to the actual practices and direct actions of a practitioner, but also to the way a practitioner implements the practices, how he or she intervenes or engages in activities and communicates with children, the way groups and practices are organised, and how the daily schedule is planned.