In South Africa, the importance of the early years is emphasised by various policy imperatives aimed at ensuring that all children have access to quality early childhood education. These policies are aimed at levelling playing fields so that services and opportunities in education are opened to all and counteract the divisive and segregated policies of past governments. This chapter explores these policies governing early childhood education in South Africa post-1994 and the role they play in ensuring that parity and equity are achieved. The concept of social justice underpinning the policy landscape guided the process of analysis. The chapter reports an empirical study seeking the perspectives of school personnel and parents on their understanding of transitions and how they assist children to make smooth transitions from Grade R to Grade 1. Sixteen participants were selected from two schools in Gauteng and North West Provinces, each representing a rural context. The empirical study was undergirded by eco-cultural theory and highlights intentional interventions by government to ensure that children moving from Grade R to Grade 1 are equipped with academic skills, enabling them to have a smooth transition experience. It emphasises effective transition strategies, urging schools to provide tailored support, foster teacher-parent collaboration, and implement policies to overcome transition barriers.