This project focused on the transition between early childhood and school and explored ways to understand and enhance children's learning journeys as they move between the two sectors. Transitions can be seen as an intrinsic component of life, with individuals in any society experiencing a series of passages "from one age to another and from one occupation to another" (van Gennep 1977, p. 3). Each transition point can be thought of as crossing a threshold, leaving behind the known to enter a new role, context, status, or position (Fabian, 2002). Transitions can offer both crisis and opportunity (Hörschelmann, 2011, p. 379) and the threshold phase is often a time of uncertainty as the familiar is left behind, and the person is not yet fully incorporated into the new. This has been described as a move from "being to becoming" and then to a new "being" (Ackesjö, 2013, p. 393). The focus on enhancing learning journeys and exploring the effect of transition practices on learning was in response to claims that successful transitions are important aspects of longer-term success (e.g., Ministry of Education, 2008a, 2008b). The authors sought to provide insights into what successful transitions might look like from the perspectives of those involved, and how they might be achieved. They were also interested in how transition experiences might affect learning. This study addressed some of the gaps in understanding of transition practices that had been identified in a previous literature review (Peters, 2010). In particular, they investigated ways to address inequities in learning and enhance transition experiences by seeking the views of groups who were under-represented in existing research.