In response to the growing need for addressing continuity in children's learning at transition points, this package of staff development materials was developed to provide support, guidance, and contexts for discussion enabling early years and primary school staff in Scotland to reflect and share information about effective assessment and documentation of children's learning experiences. The package is comprised of a book of staff development activities, a videotape upon which the activities are based, and a CD-ROM. Following introductory remarks, the book presents ideas and suggestions for group leaders and describes how to use the staff development package. Activities are designed for use in short informal meetings or in more formal inservice programs. Each activity contains information on the focus of the meeting, its estimated time, materials needed, leader's notes, and participant activity sheets. Three appendices provide videotape transcripts. The videotape features sequences from both early years and primary school settings, and focuses on various aspects of early years education: (1)decision-making opportunities in the classroom; (2) the role of the physical environment in supporting and enabling children's learning; (3) reflecting on and documenting children's language in peer social interaction; (4) the role of routines in children's lives in a range of contexts; (5) identifying how teachers might respond to gender differences in reading development; (6) supporting children's early reading; (7) using observation of children's self-initiated learning in existing plans for children's learning, and (8) sharing information on children's learning with others. The CD-ROM provides an example of the features in a Transition Record encompassing both the Curriculum Guidelines 3-5 and the 5-14 National Guidelines. The CD-ROM is divided into eight sections, which show by either short video clips, photographs, or text an explanation of what the transition feature might mean in practice: (1) expressive communication; (2) listening and talking; (3) mathematics; (4) personal, emotional, and social development; (5) physical coordination; (6) reading; (7) understanding the environment; and (8) writing. (KB)