Unit 10 Supporting children’s development

Learning Outcomes LO3 Understand the needs of children during transition. AC 3.1 Identify transitions a child may experience. AC 3.2 Explain how to prepare a child for a planned transition. AC 3.3 Explain how to support the needs of children during transition.

3. Understand the needs of children during transition (3.1) Time: 15 mins Think about transitions during your life. How did you cope with these and who helped you most? Consider: Moving up in school Moving house Bereavement Changes in family life.

3. Understand the needs of children during transition (3.1) Transitions Children will experience a wide range of transitions or changes in their lifetime. Some of these will be planned or expected transitions that most children will go through. Some transitions will only be experienced by a few children.

3. Understand the needs of children during transition (3.1) Time: 15 mins Create a chart to show the transitions children may go through. Use the headings identified below: Transitions that most children experience Transitions that only some children will experience Where appropriate, identify the expected age this transition may occur. Learners will be able to identify a wide range of transitions, and this activity will get them to categorise these.

3. Understand the needs of children during transition (3.2, 3.3) Transitions A planned transition can be something as regular as moving from one area of the setting to another. Some children struggle with being told to stop one thing to move on to another. A practitioner needs to handle this sensitively and in a consistent manner, so that children know what to expect.

3. Understand the needs of children during transition (3.2, 3.3) Transitions Some settings will have a song or a chant that will help children to accept the idea that it is tidy up time or time to go home. A child who attends a playgroup session may be so engrossed in their play that they will not leave the setting until the practitioner sings a familiar going home song: “The clock goes tick tock, the clock goes tick tock, the clock goes tick tock it’s time to say goodbye” This may be all a young child needs to hear in order to make the transition between play and going home.

3. Understand the needs of children during transition (3.2, 3.3) Time: 15 mins Discuss how your setting helps children to understand and accept transitions during a daily routine. Consider: Saying goodbye to parents/carers Moving from an activity to circle time or vice versa The end of outdoor play Tidy up time Snack time Home time. Learners should discuss how their routine supports children to cope with change. Some children get so engrossed in what they are doing, they are reluctant to move on. A consistent approach from all practitioners will help, and many settings have specific rituals or songs to help children to move from one thing to the next.

3. Understand the needs of children during transition (3.2, 3.3) Transitions A child starting at a setting is an early transition most children will experience. To make this a smooth transition, the setting will need to work closely with the parent/carer to help them settle in. A child moving from an early years setting on to school is also a planned transition. The setting and the school will work together to help the child with the transition.

3. Understand the needs of children during transition (3.2, 3.3) Transitions There are some transitions that only a few children will experience. This may include a child moving house and/or school. A child’s family structure may change and there may be a new adult and children now living in their house. It is important that parents/carers keep settings informed of any changes, so that the practitioners can support the child with the change.

3. Understand the needs of children during transition (3.2, 3.3) Time: 15 mins A parent/carer has just told you that a favourite grandparent has died. How might you need to support the child during this transition? Consider: The age and stage of the child How the child reacts The possible effect on behaviour Time for the child to express their feelings Information sharing with the parent/carer. Learners should discuss this specific transition. Impact could include: change in behaviour, regression, clinginess, attachment issues, anger. It is important to regularly update the parent/carer on how the child has been at the setting, so that they are aware of any issues.

3. Understand the needs of children during transition (3.2, 3.3) Time: 15 mins Find out how your setting settles new children to make the transition from home as smooth as possible. Consider: Open events Home visits Working in partnership with parents A gradual settling-in period to meet individual needs The role of the practitioner. Learners could ask for a copy of the settling-in procedure and identify how they could help children with this transition.

3. Understand the needs of children during transition (3.2, 3.3) Time: 15 mins You have been asked to create a rhyme that will encourage children to stop playing and move into tidy up time. Consider: The age and stage of the children Appropriate words Any relevant actions A resource that would support your rhyme. Learners should use their own experiences of children who do not want to tidy up to create a rhyme that would engage them in tidying up.

Summary There are a range of transitions that most children will experience. There are some transitions that only a few children will go through. Adults play an important role in supporting children through change and transitions.

Plenary List three planned transitions a child may go through. Describe two transitions that only a few children may experience. Explain three things a practitioner can do to help a child with transition.