In many regions, including Flanders (Dutch-speaking Belgium), Early Childhood Education and Care (ECEC) is split between services for children under 3 (childcare) and those for children aged 3–6 (preschool) Urban et al., (European Journal of Education, 47(4), 508–526, 2012). This structure creates a transition when children move from one system to the other, experiencing shifts in relationships, routines, and learning environments (Fabian & Dunlop, 2007; Van Laere, 2017). These changes present challenges and affect each child differently, making transitions in ECEC a significant research focus. Despite extensive research (e.g., Foot et al. 2000) on these transitions, little attention has been given to parents’ perspectives on the move from childcare to preschool (Jung, 2014). This study fills that gap by exploring parents’ views through 50 semi-structured interviews, examining (i) their experiences and their child’s during this transition, (ii) support received from childcare and preschool facilities, and (iii) barriers and facilitators in facilitating the transition. The findings highlight that parents experience the transition as emotional and challenging, expressing concerns about changes in care routines, potty-training readiness, and their child’s emotional well-being. Many parents feel they lack adequate support, stating that the transition process requires more than just an information session or brochure. Importantly, some parents question the structural split between childcare and preschool, feeling it may not serve the best interests of the child. This research underscores the need for policies and practices that better support families and children during this critical transition phase in ECEC.
