Discuss the transition faced by the children/young people in your setting. Explain how the children and their parents/ carers are affected by these changes and reflect on the most appropriate ways to respond with reference to workplace policies and procedures. Suggest relevant further sources of information and support for the children, young people and their parents/ carers.
This assignment will discuss the transitions faced by children and their parents including horizontal and vertical transitions. It will also explain planned and unplanned changes in children’s life and how children and their parents may influence by those changes as well as suggesting the most appropriate ways to respond to those changes using the work place policies and procedures.
Children potentially face a number of transitions in their early lives including vertical, horizontal, planned and unplanned transitions (DFE 2008). One of the most significant consequences of social change for the young children is the shift from home to day care. Dunlop & Fabian (2007) explained in the modern life some children have to go through few transitions and looked after by different people throughout a day or a week. Horizontal transition is where children go from home to school, then picked up by the after- school carer and taken to football club or art classes. However, vertical transitions deal with moves and changes for the child between educational settings and take place over a number of years, for example, transition from pre-school to school, but also inside school between the grades and various teachers, where the move is gradual. Shotton (2008) suggests many young children struggle with transition. These changes can be particularly difficult for some children yet for others can be positive and exciting, beginning to new experiences and finding new friends. O’Connor (2012), pointed out that Children images of themselves as learners are influenced generally by their school experience where they learn to cope well with their emotional when their needs are being met. Page (2000), recommended that going through a transition is a learning skill on its own. It is therefore, important that children build resilience to these changes. Adjusting and settling in to a new environment is hard enough for adult, and how well people are able to do this will depend on the resilience that they have built up during their lives. This is no different for young children. Godfrey (2011), suggested in order for children to have the flexibility to deal with important life changes, practitioners must ensure that children’s emotional well being is well supported to deal successfully with the daily transitions they experience. To achieve this Brooker (2008) suggests a pre-entry visit for children and their parents and flexible admission procedures that give children and their parents the opportunity to have a positive start to their first day will help to plan a smooth transition for children. Furthermore, Thelen& Klifman (2011) suggested that buddy techniques, such as pairing a child who needs help settling in, with an encouraging, supportive classmate, are successful in inclusive and general education settings. It is important for every school to have a settling in policy for the practitioners to follow in order to make the transitions easier for the young children, however when there is not one available in the practitioner’s work place, there are various form that can be made available to the parents during the admission to the nursery to help the practitioners getting to know the children, their parents and gathering information to make a transition easier for young children (appendix 1). Also, as recommended by Macleod (2008), the practitioner’s work place, provides each child with an assigned key person to ensure every child’s care is tailored to meet their individual needs and to help the children become familiar with the setting. In...
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