Using an action research model, this study concentrated on easing the transition into school by providing an induction program for preschool children which promotes the emotional needs of the child within the family. The research followed an ecological perspective, considering individual needs within the frameworks of school, home, and community in England. Research included a model of "plan, do, review, and replan." Information was obtained from transcribed interviews, storytelling sessions at school, home visits, and an overall evaluation. Results shows that a parent-centered approach, incorporating a partnership model and addressing rights of passage, effectively meets the needs of all involved in the transition to school. Rites of separation were eased by a gradual introduction to school one day per week. Home visits and storytelling were crucial transitional activities. By supplying a set of materials to be used at home (playpacks), the school was offering a sense of belonging to the child and family. Each playpack has a different theme, with an emphasis on play, and examples include science, number, language activities, listening skills, drama, art, visual discrimination, sequencing and fine motor skills. The research had the following impacts on practice: (1) barriers were broken down; (2) partnerships with parents were formed; (3) children felt more settled at school; (4) quality relationships were formed; and (5) early identification of special educational needs took place. Contains 11 references.) (JW)