1. Transitions in a Child’s Life Tutor/Twtor Joanne Ellison

2. Transitions At its simplest, transitions is a time for change. As we pass through the various stages in our lives we experience many different transitions. Transitions is a natural part of growing up and maturing. Handled well it can make us stronger. When it is surrounded by uncertainty or negative reactions, then it make us most unhappy.

3. Support Having parental support Extended family support School support People who work with children,from day nurseries to senior school Policies in place Good planning Listening to the child

4. Transitions Some transitions can be planned for like moving schools, but others like death of a grandparent or parents separating cannot Having a stable and solid background for a child will help transitional periods in their lives

5. Maslow hierarchy of needs See Moodle Self actualisation - life goals Esteem – respect, confidence Belonging – family, friendship Safety - family, home, health Physiological - basic needs,food and water

6. Main transitions Moving schools Moving into work Moving to university or college Personal and family change New family

7. Infant and toddlers transitions Develop a good routine from early in life. (Bath and bed time, feeding, taking a nap) A gentle and slow approach Comforter helps them feel secure in a stressful situation Talking and listening Playgroup/day nursery Books

8. School age children Plan and prepare and anticipate the change (talking, using books) Invite children and parents to open days Make it exciting Moving up days Talk and listen to the fears Give information (e.g. PE days snack times) this relaxes the child. Have on peg for coat

9. Senior school on to adulthood Work experience Driving licence Paid work Saturday job College or university Having money Emotional issues

10. Emotionally Changing schools in the middle of the year Moving from nursery to infants to juniors to senior school to university to work Bereavement Leaving or entering care Moving countries not knowing the language Illness or ALN

11. Physical Moving home Starting Brownies, Scouts dancing class etc Starting or changing schools Physical signs of puberty Parental change of partner New sibling Accidents e.g. broken leg Riding a bike

12. Intellectual Moving establishments, especially during GCSE year Reluctant to join in new activities as they lack the knowledge to do so Lack of concentration Low grades and academic achievement Could result in destructive behaviour

13. Physiological Puberty Long term illness Long stay in hospital Sibling being ill Parent or sibling death Going back after the Summer holidays Making new friends

14. Done wrong can lead to Quiet, withdrawn, afraid Lack of confidence and anxious Reluctance to join in especially with children they don’t know Low self esteem may might lead to frustration Destructive behaviour Jealous Uncharacteristic behaviour

15. Activity In your setting what happens to make transitions easier? What would you do different if a child had Special needs? Who ESL? From different countries ?

16. Bowlby believed you need to have a strong attachment to an adult Safe havenSecure base Proximity maintenance Separation distress

17. Safe Haven When a child feels threatened or afraid he/she can return to the caregiver for comfort and soothing

18. Secure base The caregiver provides a secure and dependable base for the child to explore

19. Proximity Maintenance The child strives to stay near the caregiver thus keeping the chid safe

20. Separation Distress When separated from the caregiver the child will become upset and distress

21. To sum up Transitions are part of life and we all have to deal with them. How we deal with them depends on our early experiences of transitions were dealt with. To make transitions easier schools and early years workers need to make it a gradually process and an enjoyable experience for all children.

22. Some children require more help then others to make adjustment. Personality, temperament, life experiences and development level all play a role in how well children cope Have strategies in place for the expected and unexpected events is the sign of a good early years worker. Also knowing when to call for expert help and advice is good practice.