By Cristina Manso, Neuropsychologist at Mirasur School

The transition from Early Years to Primary is about much more than moving from one stage of education to the next. Between the ages of five and six, children face new academic demands while also undergoing significant changes in brain development. Understanding these changes helps us provide them with the right support at the right time.

As parents, we often hear phrases such as “every child develops at their own pace” or “they’ll mature in time”. And it’s true: every child develops differently. However, understanding what is happening during this stage helps us recognise when a child simply needs more time and when it may be helpful to seek guidance.

Learning to Read and Write: A Major Challenge for the Brain

Unlike spoken language, which develops naturally through interaction and exposure to the world around us, reading and writing require specific instruction. Our brains are not born with an area dedicated exclusively to these skills; instead, they need to develop new connections to make them possible.

Neuroscientist Stanislas Dehaene explains how, as children learn to read, the brain adapts certain visual areas to recognise letters and words, connecting them to the auditory systems that allow us to associate these visual forms with their corresponding sounds.

Put simply, a child learning to read needs to recognise a letter, identify the sound it represents and connect the two. This is a complex process that requires practice, effort and time.

At the same time, children must adapt to other classroom demands: sitting still for certain periods, listening to instructions, waiting their turn to speak, maintaining attention and managing their behaviour.

All these skills are linked to what are known as executive functions: a set of abilities that help us plan, control our impulses, sustain attention and regulate our actions. These abilities continue to develop throughout childhood and adolescence, well into early adulthood.

That is why the transition to Primary is not simply about learning new subjects or acquiring new knowledge. It is a stage in which multiple learning processes and aspects of development come together.

How Can We Tell if Our Child Needs Support?

Every child develops at their own pace, but this should not prevent us from paying attention to difficulties that persist over time or begin to affect their wellbeing.

Sometimes, the signs emerge in the development of reading and writing skills. In other cases, they appear in emotional or social situations, such as frustration, insecurity, reluctance to engage in certain tasks or difficulty adjusting to new routines.

At this age, children begin to notice what their classmates can do, and they may realise that some activities are more challenging for them. When they feel they are not progressing at the same pace as their peers, their confidence can suffer.

That is why identifying a difficulty early does not mean labelling a child or assuming there is a problem ahead. It means understanding what they need and considering how best to support them.

When appropriate, early intervention can prevent certain difficulties from persisting and becoming more complex over time. It also allows us to support children before frustration or comparisons with their classmates begin to affect their self-esteem.

Prevention Does Not Mean There Is Cause for Concern

As a neuropsychologist, I would like to reassure families: this is not about worrying about every difficulty or constantly comparing our children with others. It is about observing them, listening to them and trusting our ability to recognise when something may not be quite right.

Parents’ instincts matter. Sometimes, you are the first to notice that your child is finding the transition to Primary more challenging than expected, that a particular task is causing them excessive frustration or that their emotional wellbeing has changed.

If you have concerns, an initial conversation can help you understand what may be happening. Intervention will not always be necessary, but an appropriate assessment can provide a clearer picture of your child’s needs and help determine what support, if any, may be beneficial.

It is also important to remember that difficulties are not always related to reading and writing. Emotional adjustment, social relationships and the development of independence are all part of this transition and deserve the same attention.

Supporting Every Child According to Their Individual Needs

The transition from Early Years to Primary is an opportunity for growth, discovery and new learning experiences. For children to navigate it with confidence, they need adults who understand their individual pace of development, provide the right support and remain attentive to their needs.

At Mirasur School, our Guidance Team works to support pupils throughout the different stages of their development, helping to identify potential difficulties and providing guidance whenever necessary.

My aim is to ensure that families know they do not have to navigate their concerns alone. If you notice that your child is finding the transition to Primary particularly challenging, whether because of learning difficulties, emotional concerns or social challenges, we can work together to understand what is happening and how best to help.

Because providing timely support is not about anticipating problems before they arise; it is about giving every child the tools they need to grow, learn and believe in themselves.